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Understanding the Role of Teacher-Student Relationships in Students’ Online Learning Engagement: Mediating Role of Academic Motivation

Huma Akram https://orcid.org/0000-0003-3409-794X and Shengji Li [email protected]View all authors and affiliations

Volume 131, Issue 4

https://doi.org/10.1177/00315125241248709

Abstract
Data availability statement
References
Biographies

Abstract

Strengthening online learning outcomes requires the establishment of strong student-teacher relationships to engage students actively in learning activities. Teacher-student relationships are also pivotal factors for enhancing academic motivation for online learning engagement. Generally, however, research on online teaching remains underdeveloped. We aimed, in this study, to investigate the complex interplay in higher education in Pakistan between teacher-student relationships, academic motivation, and online learning engagement. We used Self-Determination Theory to frame an exploration of the impact of positive teacher-student relationships as mediated by intrinsic or extrinsic academic motivation on students’ engagement in online learning activities. We administered a student self-report questionnaire to 437 participants from diverse universities in Sindh province. Using Structural Equation Modeling, we confirmed a model fit in which there were positive correlations between teacher-student relationships and students’ online learning engagement; and between students’ intrinsic and extrinsic academic motivations and their on line learning engagement. Our findings emphasized the need for communication, personalized support, and a sense of belonging in virtual education. Moreover, our findings revealed the mediating role of students’ intrinsic and extrinsic academic motivation in teacher-student relationships, highlighting the nuanced dynamics of academic motivation in the virtual learning environment, with intrinsic motivation having the greatest mediating impact in the relationship between teacher-student relationships and on line learning engagement. Our study’s practical implications include a need for professional educators to foster positive teacher-student relationships and integrate student motivational elements into online course design.

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Data availability statement

The datasets generated and analyzed during the current study are available from the corresponding author on reasonable request.

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Biographies

Huma Akram holds a Doctorate degree in Educational Management from the School of Education at Northeast Normal University, Changchun, China. Now works as a faculty member at the School of International Education, North China University of Water Resources and Electric Power, Chinese Mainland. Her research primarily revolves around the theory and application of online teaching and learning, the professional growth of teachers, and the integration of Information and Communication Technology (ICT) in higher education. Furthermore, she contributes her expertise as a reviewer and editor for numerous internationally recognized peer-reviewed SSCI journals.

Shengji Li works as the dean and an associate professor at the School of International Education, North China University of Water Resources and Electric Power, Chinese Mainland. He once obtained his MSc in English Language and Its Literature from Zhengzhou University, and got his Ed. D degree in Educational Leadership & Management from Beijing Normal University. He has been focusing his research on the theory and practice of EFL teaching and learning, EFL teachers’ professional development, English language and its literature, E-C and C-E translation, as well as educational leadership and management in higher education. Thus far, he has published over 10 papers in the area of EFL education, translation studies, literature critics and educational management, some of which are SSCI-indexed journals.

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