Teacher’s Autonomy Support and High School Students'Online Learning Engagement: The Roles of Autonomous Motivation and Proactive Personality

doi:10.16719/j.cnki.1671-6981.20230608

Abstract

Abstract:

Online learning has been widely accepted by learners. While bringing convenience, it also exposed some drawbacks, such as poor learning efficiency and low online learning engagement. Students’ online learning engagement is associated with learning satisfaction and academic performance. Therefore, it is significant to explore the predictors and mechanism of online learning engagement.

This study considered teachers'autonomy support and learners'proactive personality, constructed a moderated mediation model to examine (1) whether autonomous motivation mediated and (2) proactive personality moderated the relation between teachers'autonomy support and online learning engagement among high school students, and (3) whether the relation between teachers'autonomy support and autonomous motivation was moderated by proactive personality.

The learning climate scale, the academic self-regulation scale, the proactive personality scale, and the online learning engagement scale were administered to 1480 high school students. Participants aged from 14 to 19 years old (M =16.2, SD = .86) with 614 boys and 866 girls.

Data analysis was performed with Mplus8.3 and Process macro program of SPSS 20.0. All variables were standardized. The correlation analysis showed that teachers'autonomy support, students’ autonomous motivation, proactive personality and online learning engagement were positively correlated respectively. We took grade and gender as control variables. The testing of a moderated mediation model showed that: (1) Teachers'autonomy support significantly and positively predicted online learning engagement; (2)Autonomous motivation partially mediated the relationship between teacher’s autonomy support and learning engagement; (3) Proactive personality moderated the mediating effect of autonomous motivation, with the stronger effect for students with higher level of proactive personality; (4) Proactive personality moderated the direct influence of teacher’s autonomy support on learning engagement. For students with high proactive personality, teacher’s autonomy support directly and positively predicted their learning engagement; whereas for ones with low proactive personality, the direct predictive effect of teacher’s autonomy support on learning engagement was not significant.

The main theoretical contributions of this study are as follows. First, it deepened people’s understanding on the mechanism of teacher’s autonomy support affecting online learning engagement, and found the distinctive effect of teacher’s autonomy support for the students with different levels of proactive personality. Second, it expanded the application scope of the Proactive Motivation Model and provided empirical support for the theory in educational field. Finally, it also verified the applicability of the Self-Determination Theory in online learning environment. This study also brings us some educational implication. First, it would be better for teachers to adopt the autonomy-supporting teaching style. Second, teachers should provide high-proactive-personality students with more autonomy. In addition, for students with low proactive personality, more specific learning guidance should be given, such as the ways to set reasonable goals and plans. Finally, teachers are also supposed to cultivate students'proactive personality, for example, encouraging students to express their ideas and complete tasks independently.

Key words: teacher’s autonomy support;, autonomous motivation, proactive personality, online learning engagement

摘要： 本研究采用问卷法探查了1480名高中生感知到的教师自主支持对其网络学习投入的影响以及自主动机和主动性人格在其中的作用。结果发现：（1）教师自主支持显著正向预测网络学习投入;（2）自主动机在教师自主支持与学习投入间起部分中介作用;（3）主动性人格调节教师自主支持对自主动机的影响,主动性人格水平越高,教师自主支持对自主动机的预测作用越大;（4）主动性人格调节教师自主支持对学习投入的直接影响,教师自主支持能够直接正向预测高主动性人格学生的学习投入,但不能直接预测低主动性人格学生的学习投入。

关键词: 教师自主支持, 自主动机, 主动性人格, 网络学习投入

Jiang Tiantian, Cao Yang, Gong Shaoying, Liu Xiaoxian, Wu Yanan, Lang Yueru. Teacher’s Autonomy Support and High School Students'Online Learning Engagement: The Roles of Autonomous Motivation and Proactive Personality[J]. Journal of Psychological Science, 2023, 46(6): 1336-1343.

姜甜甜, 曹阳, 龚少英, 刘小先, 吴亚男, 郎悦茹. 教师自主支持对高中生网络学习投入的影响：自主动机和主动性人格的作用^*[J]. 心理科学, 2023, 46(6): 1336-1343.

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