What question did this study set out to answer?

This study aims to explore how perceived teacher expectations influence college students' academic engagement through psychological need satisfaction and teacher credibility, factoring in academic stress.

August 2, 2026BMC PsychologyOpen Access

Unpacking the longitudinal link between perceived teacher expectations and academic engagement: the roles of need satisfaction and credibility contingent on academic stress

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This study aims to explore how perceived teacher expectations influence college students' academic engagement through psychological need satisfaction and teacher credibility, factoring in academic stress.
Four-wave longitudinal design with 702 college students from five universities in China selected via stratified random sampling.
Data analyzed using structural equation modeling to test moderated sequential mediation model.
Key variables assessed at different times to establish temporal precedence.
Perceived teacher expectations positively predicted academic engagement (T4), mediated by need satisfaction (T2) and teacher credibility (T3).
Academic stress moderated the effect of teacher expectations on need satisfaction and the overall indirect effect on engagement, with strongest effects at low stress levels.
Indirect effects diminished at average stress levels and became non-significant under high stress.

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Implication

Randomized trial reveals teacher expectations enhance engagement in college students, suggesting stress management is key.

Cite This Study

Shu et al. (2026) studied this question.

synapsesocial.com/papers/6a6eeb101b0468a7eeab3eb7 https://doi.org/10.1186/s40359-026-05270-2

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Unpacking the longitudinal link between perceived teacher expectations and academic engagement: the roles of need satisfaction and credibility contingent on academic stress

Key Points

Discussion

Implication

Cite This Study

Unpacking the longitudinal link between perceived teacher expectations and academic engagement: the roles of need satisfaction and credibility contingent on academic stress

Key Points

Discussion

Implication

Cite This Study

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