The antecedents and effects of students’ academic engagement at secondary schools in Cambodia

The relationships among teacher-student interactions, student learning motivation, and their academic engagement play a critical role in improving students’ academic achievement. This study analyzed the antecedents and effects of students’ academic engagement using structural equation modelling and confirmatory factor analysis. It drew on survey data from 433 secondary school students in Cambodia. Traditional instructional support had no effect on students’ academic engagement, indicating that teachers’ feedback approaches needed adaptation in authority-driven educational environments. Teacher classroom organization significantly shaped students’ affective, cognitive, and behavioral engagement, and teacher emotional support also enhanced students’ academic engagement. These findings reinforce the self-system model of motivational development by showing how teacher-supported, structured classroom environments (Context) foster students’ motivation (Self) and engagement (Action), while also satisfying their autonomy and competence needs within a collectivist cultural context. Practical implications include strengthening classroom organization practices and adapting teaching methods to enhance students’ academic engagement in resource-limited, hierarchical contexts.