The relationship between perceived teacher support and learning engagement of Chinese adolescents: a moderated chain mediation model

Learning engagement affects academic performance, making junior high school students' engagement a key educational concern. The present study examined the relationship between perceived teacher support and learning engagement, investigating the chain mediating role of class environment and achievement goal orientation, as well as the moderating role of future orientation. A total of 1250 junior high school students participated the present study and completed the related questionnaires. The results revealed that perceived teacher support positively related to learning engagement. The single mediating effects of class environment (excluding mastery approach goal) and achievement goal orientation (excluding mastery avoidance goal) were both statistically significant. Furthermore, the chain mediating effect of class environment and achievement goal orientation (excluding mastery avoidance goal) was statistically significant. Additionally, when students held mastery approach and performance approach goals, future orientation moderated the pathway from perceived teacher support to achievement goal orientation. The present study not only helps to understand the internal mechanisms in which environments influence students' learning engagements, but also enriches the studies in the field of learning engagement.