Effect of teacher autonomy support on the online self‐regulated learning of students during COVID‐19 in China: The chain mediating effect of parental autonomy support and students’ self‐efficacy

Abstract

Background: Self-regulated learning (SRL) ability is the key determinant of the success of full-time online learning. Thus, exploring the influencing factors of SRL and their influencing mechanisms is necessary to improve this ability among K-12 students.Objectives: The purpose of this study was to investigate the influence mechanism of teacher autonomy support on students' online SRL by examining the structural relationship among teacher autonomy support, parental autonomy support, students' self-efficacy, and students' online SRL. Methods: We use structural equation modelling and effect analysis to analyse the collected data from 961 Chinese K-12 students who engaged in full-time online learning in their homes during the coronavirus disease 2019 (COVID-19) outbreak. Results and Conclusions: Parental autonomy support and students' self-efficacy play crucial independent mediating roles in the influence of teacher autonomy support on students' online SRL. Parental autonomy support and students' self-efficacy have a chain mediating effect on the influence of teacher autonomy support on students' online SRL.Implications: On the basis of the results, we suggest that in order to develop students' online SRL ability, it is important for teacher to improve parental autonomy support and students' self-efficacy. In addition, base on the chain mediating effect, to improve students' online SRL, teacher autonomy support needs focus on parental autonomy support, and then parental autonomy support needs focus on improving students' self-efficacy.

Understanding college students’ continuous usage intention of asynchronous online courses through extended technology acceptance model

“…Due to the recent COVID-19 pandemic, online learning has become a necessary and irreplaceable learning format in almost all educational settings, including universities, colleges, and K-12 (Bai & Gu, 2022 ; Zhang et al, 2022 ). Among different online learning formats, asynchronous online learning (AOL) has gained increasing attention in higher education because it enables learning without limitation of geography, locations, and time (Kim et al, 2021 ).…”

Teacher Support, Academic Self-Efficacy, Student Engagement, and Academic Achievement in Emergency Online Learning

“…The emergency online learning implemented during COVID-19 has caused significant disruptions to university students’ learning engagement and academic achievement [ 2 ]. The exceptionally challenging situation has emphasized the urgent need for research into the important role of teacher support in bolstering student engagement and sustaining academic achievement [ 8 , 29 ]. However, empirical evidence remains scarce regarding whether and how teacher support impacted university students’ academic achievement.…”

“…Consistent with previous studies showing the significantly importance of teacher support in sustaining students’ motivation, perseverance, and engagement, and promoting students’ learning quality and academic achievement [ 19 , 20 ], the results corroborate that supportive teachers who value students’ self-regulated efforts, care for students’ academic progress, and offer extra guidance and assistance for students’ problem-solving assume a crucial role in fostering academic achievement [ 7 , 17 ]. In fact, researchers have identified a multitude of learning challenges that students face during the COVID-19 emergency online learning period, underscoring the need for teachers to provide support to help students overcome the severe disruptions of learning routines and maintain academic achievement [ 9 , 29 ].…”

“…As evidenced, an increase in academic self-efficacy would in turn lead to an improvement in students' academic achievement [8,28]. Considering the particular importance of teacher support in fostering students' academic self-efficacy to address the exceptional challenges and retain academic progress during the COVID-19 emergency online learning period [29,30], it can be hypothesized that: H2. Academic self-efficacy significantly mediated the effects of teacher support on university students' academic achievement in emergency online learning during COVID-19.…”

The Impact of Long-Term Disruptions on Academic Success in Higher Education and Best Practices to Help Students Overcome Them

“…Eom (2019) found that intrinsic motivation was a stronger predictor of academic success in online learning than external motivation. Bai and Gu (2022) concluded that self-regulated learning was the key predictor of the success of online learning. Further, Heo et al ( 2021) found that self-efficacy in time management improved self-efficacy in online learning and significantly influenced learning engagement.…”