The Effects of Students' Perceived Teacher Autonomy Support, Self-efficacy, Task Value, and Achievement Emotions on the Students' Engagement of College Students in Taiwan: Using Structural Equation Modeling

Tsui-Peng LIN
National Sun Yat-sen University, Taiwan
tsuipeng@mail.nsysu.edu.tw

Po-Han WU
National Sun Yat-sen University, Taiwan
pohan0514@gmail.com

Ching-Lin SHIH
National Sun Yat-sen University, Taiwan
educls@mail.nsysu.edu.tw

Abstract

The purpose of this study is to investigate the effects of students' perceived teacher autonomy support, self-efficacy, task value, and achievement emotions on students' engagement of college students. A sample of 2,546 students was used from the Collegiate Learning Outcomes Assessment. The results showed that: (1) Students' perceived teacher autonomy support had a direct effect on self-efficacy and task value. (2) Self-efficacy, task value, and achievement emotions played a mediating role between teacher autonomy support and students' engagement. (3) Self-efficacy and task value influenced achievement emotions and students' engagement, respectively, and also had an indirect effect on students' engagement through achievement emotions. (4) Achievement emotions had a positive direct effect on students' engagement. (5) The structural relationship among independent and dependent variables were empirically identified for the proposed model by SEM. Finally, based on the findings, the present study offers some suggestions.

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