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Perceived teacher support and learning engagement: The mediating effect of psychological capital.

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Title: Perceived teacher support and learning engagement: The mediating effect of psychological capital.
Authors: Zheng, Qun (AUTHOR), Pan, Xiaoquan (AUTHOR)
Source: Social Behavior & Personality: an international journal. Nov2025, Vol. 53 Issue 11, p1-10. 10p.
Subjects: Student engagement, Educational support, Mediation (Statistics), Undergraduates, Data analysis, Psychological resilience, Statistical software
Abstract: This study delved into the impact of perceived teacher support on learning engagement and scrutinized the mediating role of psychological capital. We administered a survey covering aspects of perceived teacher support, learning engagement, and psychological capital to 398 undergraduates from a major comprehensive university in eastern China. Data analysis was performed using SPSS 21.0 and Amos 21.0. The results revealed that perceived teacher support notably predicted learning engagement and psychological capital, and that psychological capital significantly predicted learning engagement. Further, psychological capital mediated the association between perceived teacher support and learning engagement. These discoveries augment prior research by integrating external (teacher support) and internal (psychological capital) elements influencing students' learning engagement, thus deepening comprehension of the combined effect of inherent and extrinsic power mechanisms on learning engagement. [ABSTRACT FROM AUTHOR]
Copyright of Social Behavior & Personality: an international journal is the property of Scientific Journal Publishers Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Perceived teacher support and learning engagement: The mediating effect of psychological capital.
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  Data: <searchLink fieldCode="AR" term="%22Zheng%2C+Qun%22">Zheng, Qun</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pan%2C+Xiaoquan%22">Pan, Xiaoquan</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Social+Behavior+%26+Personality%3A+an+international+journal%22">Social Behavior & Personality: an international journal</searchLink>. Nov2025, Vol. 53 Issue 11, p1-10. 10p.
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  Data: <searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+support%22">Educational support</searchLink><br /><searchLink fieldCode="DE" term="%22Mediation+%28Statistics%29%22">Mediation (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+resilience%22">Psychological resilience</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+software%22">Statistical software</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This study delved into the impact of perceived teacher support on learning engagement and scrutinized the mediating role of psychological capital. We administered a survey covering aspects of perceived teacher support, learning engagement, and psychological capital to 398 undergraduates from a major comprehensive university in eastern China. Data analysis was performed using SPSS 21.0 and Amos 21.0. The results revealed that perceived teacher support notably predicted learning engagement and psychological capital, and that psychological capital significantly predicted learning engagement. Further, psychological capital mediated the association between perceived teacher support and learning engagement. These discoveries augment prior research by integrating external (teacher support) and internal (psychological capital) elements influencing students' learning engagement, thus deepening comprehension of the combined effect of inherent and extrinsic power mechanisms on learning engagement. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Social Behavior & Personality: an international journal is the property of Scientific Journal Publishers Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=189193603
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        Value: 10.2224/sbp.14727
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        Text: English
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        PageCount: 10
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      – SubjectFull: Student engagement
        Type: general
      – SubjectFull: Educational support
        Type: general
      – SubjectFull: Mediation (Statistics)
        Type: general
      – SubjectFull: Undergraduates
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      – SubjectFull: Data analysis
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      – SubjectFull: Psychological resilience
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      – SubjectFull: Statistical software
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              Text: Nov2025
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              Y: 2025
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