This research explored the link between teacher-student relationships and learning engagement, considering perceived social support as a mediator and academic self-efficacy as a moderator. A total of 930 college students completed the Academic Self-Efficacy Scale, Teacher-Student Relationships Questionnaire, Multidimensional Scale of Perceived Social Support, and College Student Learning Engagement Questionnaire. Mediating and moderating effects were investigated using SPSS19.0 and one of its process plugins 3.5. The findings indicated (1) teacher-student relationships positively predicted learning engagement; (2) perceived social support mediated the link between teacher-student relationships and learning engagement; and (3) academic self-efficacy moderated the initial phase of the pathway to the mediating role of perceived social support. Moreover, the mediating effect was more significant at elevated academic self-efficacy levels. Establishing harmonious relationships between teachers and students, nurturing students' confidence in their academic abilities , and expanding students' access to social support were essential to boosting the educational involvement of college students. The study findings will help educators enhance college students' engagement in learning and provide recommendations for educators to conduct educational and teaching activities. 

Influence of perceived social support and academic self-efficacy on teacher-student relationships and learning engagement for enhanced didactical outcomes

Numerous studies on blended learning have mentioned the positive impact of social support on students’ attitudes and behaviors. However, organizational support is also crucial and should not be ignored. Therefore, this study examined the relationships between organizational support, information and communication technology (ICT) self-efficacy, student engagement, and student satisfaction in a blended learning environment. A questionnaire survey was conducted on 245 students in China and validated with the structural equation model (SEM). The results showed that organizational support positively predicted perceived usefulness (PU) but was not significantly associated with student engagement; student engagement was positively predicted by PU and ICT self-efficacy; student satisfaction was positively predicted by ICT self-efficacy and student engagement; ICT self-efficacy complete mediated engagement, with the proportion of the indirect effect being 95.78%, and student engagement complete mediated student satisfaction, with the proportion of the indirect effect being 53.85%. Guidelines were proposed for higher education institutions to provide organizational support, increase students’ ICT self-efficacy, and improve student engagement and satisfaction in blended learning via various programs.

Impact of Organizational Support on Students’ Information and Communication Technology Self-Efficacy, Engagement, and Satisfaction in a Blended Learning Environment: An Empirical Study

As the functioning of firms has been changing, the digital transformation process is becoming inevitable for all firms. Therefore, scholars and managers pay great attention to this topic. However, there are still significant gaps about its human-related antecedents, and existing studies on its effects on firm outcomes have presented contradictory findings. By addressing these gaps in the literature, this study examines the effect of transformational leadership and employee self-efficacy as human-related antecedents of digital transformation and also its impact on firm performance. Data were collected from 305 participants who are managers in the manufacturing sector. The findings indicate that both transformational leadership and employee self-efficacy are positively related to digital transformation. Results also reveal that digital transformation is associated with operational and financial performance, and that environmental uncertainty strengthens its relationship with financial performance. This research, therefore, contributes to digital transformation literature, deepens the current knowledge, and offers novel and comprehensive insight, by addressing the gaps in the literature. 

Effect of Digital Transformation on Firm Performance in the Uncertain Environment: Transformational Leadership and Employee Self-Efficacy as Antecedents of Digital Transformation

Academic self-efficacy is an important condition to ensure learning effectiveness and improve the sustainability of online learning quality. The present study intended to examine the relationship among online teacher support, academic procrastination, and academic self-efficacy by employing a questionnaire survey and structural equation modeling in the online learning environment. We report on survey data from N = 827 college students from China. The results showed the following: that online teacher support and its emotional, cognitive, and autonomy support dimensions have significant positive effects on academic self-efficacy, and it can predict the academic self-efficacy of college students through the mediating effect of academic procrastination. Therefore, in order to enhance the academic self-efficacy of online learners, it is crucial to increase online teacher support, provide guidance and motivation to online learners, reduce academic procrastination, and improve the emotional, cognitive, and autonomy support perceived by students in online courses and learning activities. The findings contribute to the exploration of the impact and mechanism of online teacher support regarding the academic self-efficacy of learners, providing theoretical and empirical support for enhancing academic self-efficacy in online learning and the development of a sustainable quality of teaching.

The Effect of Teacher Support on the Sustainable Online Academic Self-Efficacy of College Students: The Mediating Effect of Academic Procrastination

A Cross-lagged Longitudinal Study of Bidirectional Associations between Meaning in Life and Academic Engagement: The Mediation of Hope

The present study intended to examine the relationship between perceived teacher support, students’ ICT self-efficacy, and online English academic engagement in the blended learning setting, especially in mobile-assisted foreign language instruction contexts. A sample of 960 Chinese undergraduate and postgraduate students was recruited to participate in the online questionnaire. SPSS version 24.0 was used for descriptive, correlation, independent samples t-test, and mediation analysis of the three variables. The results showed that: (1) there is a significant correlation between perceived teacher support, students’ ICT self-efficacy, and online English academic engagement; (2) students’ ICT self-efficacy partially mediates the relationship between perceived teacher support and student online English academic engagement; (3) students’ ICT self-efficacies differed by sex and level of education, but not by major; (4) students’ sense of self-competence in ICT self-efficacy has a significant positive influence on engagement with online English learning. The findings reveal that students’ ICT self-efficacy positively impacts students’ online English learning, and perceived teacher support also affects students’ learning engagement. School administrators should encourage teachers to focus on students’ online self-efficacy, especially the sense of environmental control. Implications and further directions for future research are presented at the end. 

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The Association between Perceived Teacher Support, Students’ ICT Self-Efficacy, and Online English Academic Engagement in the Blended Learning Context

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The Association between Perceived Teacher Support, Students’ ICT Self-Efficacy, and Online English Academic Engagement in the Blended Learning Context