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Influence of teacher and family support on university student motivation and engagement.

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Influence of teacher and family support on university student motivation and engagement.

dc.contributor.author	Descals Tomás, Adela
dc.contributor.author	Rocabert Beut, Esperanza
dc.contributor.author	Abellán Roselló, Laura
dc.contributor.author	Gómez Artiga, Amparo
dc.contributor.author	Doménech Betoret, Fernando
dc.date.accessioned	2022-05-04T08:01:47Z
dc.date.available	2022-05-04T08:01:47Z
dc.date.issued	2021
dc.identifier.citation	Descals Tomás, Adela Rocabert Beut, Esperanza Abellán Roselló, Laura Gómez Artiga, Amparo Doménech Betoret, Fernando 2021 Influence of teacher and family support on university student motivation and engagement. International Journal Of Environmental Research And Public Health 18 5 2606
dc.identifier.uri	https://hdl.handle.net/10550/82552
dc.description.abstract	Although many studies endorse the notion that the way students perceive support influences their engagement, very few have explored the possible mediator role of intention to learn between these variables. The present work provides new evidence to the existing literature because it analyses the work of intention to learn (measured with expectancy-value beliefs and achievement goals) as a mediating motivational variable in the relation between university students' external support (teacher and family) and their engagement. The Educational Situation Quality Model (MOCSE, its acronym in Spanish) has employed as a theoretical framework to perform this analysis. A sample of 267 Spanish university students completed the questionnaires employed to measure the considered variables at three times. They answered teacher and family support scales when the course began (time 1), intention to learn scales halfway through the course (time 2), and engagement scales when the course ended (time 3). The obtained structural equation models showed a positive and significant effect for teacher and family support on the considered motivational variables (expectancy-value beliefs and achievement goals) and these, in turn, on student behavioral engagement. These results allow us to point out a series of recommendations for university teachers to improve their students' involvement in their learning process.
dc.language.iso	eng
dc.relation.ispartof	International Journal Of Environmental Research And Public Health, 2021, vol. 18, num. 5, p. 2606
dc.subject	Família
dc.subject	Aprenentatge, Aptitud per a l'
dc.subject	Educació en valors
dc.title	Influence of teacher and family support on university student motivation and engagement.
dc.type	journal article	es_ES
dc.date.updated	2022-05-04T08:01:47Z
dc.identifier.doi	10.3390/ijerph18052606
dc.identifier.idgrec	152251
dc.rights.accessRights	open access	es_ES