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Exploring the Relationships among Teacher Autonomy Support, Intrinsic Motivation, Academic Resilience, Learning Engagement, and Well-Being: A Mixed Methods Study

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Title: Exploring the Relationships among Teacher Autonomy Support, Intrinsic Motivation, Academic Resilience, Learning Engagement, and Well-Being: A Mixed Methods Study
Language: English
Authors: Yafei Shi (ORCID 0000-0002-6019-1369), Mengjin Chen, Yantao Wei (ORCID 0000-0001-7225-1958), Xingang Zhang, Ke Zhu
Source: European Journal of Education. 2026 61(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Student Relationship, Professional Autonomy, Learner Engagement, Well Being, Electronic Learning, Online Courses, College Students, Predictor Variables, Resilience (Psychology), Academic Persistence, Mediation Theory, Teacher Role, Learning Motivation, Problem Solving, Learning Experience, Faculty Development
DOI: 10.1111/ejed.70507
ISSN: 0141-8211
1465-3435
Abstract: This sequential explanatory mixed-methods study explored how teachers' autonomy support influences students' learning engagement and well-being in online learning environments, with intrinsic motivation and academic resilience as mediators. Quantitative data were gathered through surveys of 990 university students, followed by in-depth qualitative interviews with 12 selected participants. The quantitative findings revealed that teacher autonomy support positively predicted both learning engagement and well-being. Furthermore, intrinsic motivation and academic resilience mediated the relationship between teacher autonomy support and these outcomes. Interestingly, sequential mediating effects of intrinsic motivation and academic resilience were observed in the association between teacher autonomy support and both learning engagement and well-being. Qualitative analysis identified five key themes: advantages and challenges of online learning, the ideal teacher role, learning motivation, problem-solving strategies, and the overall learning experiences. These findings offer practical insights for enhancing teachers' professional development and designing effective online learning environments.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497880
Database: ERIC
FullText Text:
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  Data: Exploring the Relationships among Teacher Autonomy Support, Intrinsic Motivation, Academic Resilience, Learning Engagement, and Well-Being: A Mixed Methods Study
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  Data: <searchLink fieldCode="AR" term="%22Yafei+Shi%22">Yafei Shi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6019-1369">0000-0002-6019-1369</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mengjin+Chen%22">Mengjin Chen</searchLink><br /><searchLink fieldCode="AR" term="%22Yantao+Wei%22">Yantao Wei</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7225-1958">0000-0001-7225-1958</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xingang+Zhang%22">Xingang Zhang</searchLink><br /><searchLink fieldCode="AR" term="%22Ke+Zhu%22">Ke Zhu</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 17
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Autonomy%22">Professional Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Mediation+Theory%22">Mediation Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Experience%22">Learning Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink>
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  Data: 10.1111/ejed.70507
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  Data: 0141-8211<br />1465-3435
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  Label: Abstract
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  Data: This sequential explanatory mixed-methods study explored how teachers' autonomy support influences students' learning engagement and well-being in online learning environments, with intrinsic motivation and academic resilience as mediators. Quantitative data were gathered through surveys of 990 university students, followed by in-depth qualitative interviews with 12 selected participants. The quantitative findings revealed that teacher autonomy support positively predicted both learning engagement and well-being. Furthermore, intrinsic motivation and academic resilience mediated the relationship between teacher autonomy support and these outcomes. Interestingly, sequential mediating effects of intrinsic motivation and academic resilience were observed in the association between teacher autonomy support and both learning engagement and well-being. Qualitative analysis identified five key themes: advantages and challenges of online learning, the ideal teacher role, learning motivation, problem-solving strategies, and the overall learning experiences. These findings offer practical insights for enhancing teachers' professional development and designing effective online learning environments.
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1497880
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        Value: 10.1111/ejed.70507
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      – Text: English
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        PageCount: 17
    Subjects:
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Professional Autonomy
        Type: general
      – SubjectFull: Learner Engagement
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      – SubjectFull: Well Being
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      – SubjectFull: Electronic Learning
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      – SubjectFull: College Students
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Resilience (Psychology)
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      – SubjectFull: Academic Persistence
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      – SubjectFull: Mediation Theory
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      – SubjectFull: Teacher Role
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      – SubjectFull: Learning Motivation
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      – SubjectFull: Problem Solving
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      – SubjectFull: Learning Experience
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      – SubjectFull: Faculty Development
        Type: general
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      – TitleFull: Exploring the Relationships among Teacher Autonomy Support, Intrinsic Motivation, Academic Resilience, Learning Engagement, and Well-Being: A Mixed Methods Study
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              Y: 2026
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