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 |
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| Language: | English |
| Authors: | Yafei Shi (ORCID |
| 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 |
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