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Understanding Classroom Engagement in Higher Education: The Roles of Teacher-Student Rapport, Basic Psychological Needs Satisfaction, Task Value and Academic Resilience

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Title: Understanding Classroom Engagement in Higher Education: The Roles of Teacher-Student Rapport, Basic Psychological Needs Satisfaction, Task Value and Academic Resilience
Language: English
Authors: Changling Yang (ORCID 0009-0004-1960-619X), Hua Liu (ORCID 0009-0001-7729-3505)
Source: European Journal of Education. 2026 61(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Learner Engagement, College Faculty, Teacher Student Relationship, Student Needs, Value Judgment, Resilience (Psychology), Undergraduate Students, Foreign Countries
Geographic Terms: China
DOI: 10.1111/ejed.70685
ISSN: 0141-8211
1465-3435
Abstract: Classroom engagement has become an important issue in higher education because it is closely related to students' academic development and learning quality. However, the ways in which relational and motivational factors jointly shape classroom engagement remain underexplored. This study examined how teacher-student rapport and basic psychological needs satisfaction were associated with classroom engagement among Chinese university students, with task value and academic resilience as mediators. Using survey data from 808 undergraduate students in China, the study employed structural equation modelling to test the proposed relationships among the variables. The results indicated that teacher-student rapport and basic psychological needs satisfaction both had significant positive direct effects on classroom engagement. Moreover, task value and academic resilience significantly mediated the effects of teacher-student rapport and basic psychological needs satisfaction on classroom engagement. These findings suggest that classroom engagement is influenced by classroom relationships, motivational beliefs and students' academic resilience. The study extends existing research by integrating these factors into one structural model and offers useful implications for promoting student engagement in higher education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506968
Database: ERIC
FullText Text:
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  Data: Understanding Classroom Engagement in Higher Education: The Roles of Teacher-Student Rapport, Basic Psychological Needs Satisfaction, Task Value and Academic Resilience
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Changling+Yang%22">Changling Yang</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-1960-619X">0009-0004-1960-619X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hua+Liu%22">Hua Liu</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-7729-3505">0009-0001-7729-3505</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 11
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Value+Judgment%22">Value Judgment</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1111/ejed.70685
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  Data: 0141-8211<br />1465-3435
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Classroom engagement has become an important issue in higher education because it is closely related to students' academic development and learning quality. However, the ways in which relational and motivational factors jointly shape classroom engagement remain underexplored. This study examined how teacher-student rapport and basic psychological needs satisfaction were associated with classroom engagement among Chinese university students, with task value and academic resilience as mediators. Using survey data from 808 undergraduate students in China, the study employed structural equation modelling to test the proposed relationships among the variables. The results indicated that teacher-student rapport and basic psychological needs satisfaction both had significant positive direct effects on classroom engagement. Moreover, task value and academic resilience significantly mediated the effects of teacher-student rapport and basic psychological needs satisfaction on classroom engagement. These findings suggest that classroom engagement is influenced by classroom relationships, motivational beliefs and students' academic resilience. The study extends existing research by integrating these factors into one structural model and offers useful implications for promoting student engagement in higher education.
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        Value: 10.1111/ejed.70685
    Languages:
      – Text: English
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      Pagination:
        PageCount: 11
    Subjects:
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Student Needs
        Type: general
      – SubjectFull: Value Judgment
        Type: general
      – SubjectFull: Resilience (Psychology)
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Foreign Countries
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      – SubjectFull: China
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      – TitleFull: Understanding Classroom Engagement in Higher Education: The Roles of Teacher-Student Rapport, Basic Psychological Needs Satisfaction, Task Value and Academic Resilience
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            NameFull: Changling Yang
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            NameFull: Hua Liu
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              Y: 2026
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              Value: 0141-8211
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              Value: 1465-3435
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              Value: 61
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