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International Journal of Educational Curriculum Management and Research, 2024, 5(1); doi: 10.38007/IJECMR.2024.050105.

Structural Relationship among Teacher Support, Academic Self-efficacy and College Students' Learning Engagement in Online English Learning


Linyi Dai

Corresponding Author:
Linyi Dai

School of Language and Media, Anhui University of Finance & Economic, Bengbu, Anhui, China


In today's educational environment, college students often need to learn English online, which is a supplement to offline learning, so it has a profound impact on the learning quality of college students. In order to enhance the educational quality of online learning, this paper believes that students' input in learning is directly related to the educational quality, and the important reasons are teacher support and academic self-efficacy, and students' sufficient teacher support and positive self-efficacy will greatly improve their learning engagement and academic performance. In order to demonstrate this point, a comparative experiment was specially set up in this paper. In the comparative experiment of comprehensive input index, the average comprehensive input index of the experimental group with a higher degree of teacher support was 97.06, while the average comprehensive input index of the control group was only 94.51. Through the comparison of experimental results, it is not difficult to see that teacher support can effectively improve students' learning engagement, and thus bring positive effects on online learning. 


Teacher Support, Academic Self-Efficacy, Online Learning, Comprehensive Engagement Index

Cite This Paper

Linyi Dai. Structural Relationship among Teacher Support, Academic Self-efficacy and College Students' Learning Engagement in Online English Learning. International Journal of Educational Curriculum Management and Research (2024), Vol. 5, Issue 1: 23-29. https://doi.org/10.38007/IJECMR.2024.050105.


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