Enhancing Academic Engagement through Students’ Perceptions of Teacher Expectations: The Mediating Role of Intentional Self-Regulation in Middle School
ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 15 – 2024 |
doi: 10.3389/fpsyg.2024.1456334
Provisionally accepted
- 1
School of Psychology, Northeast Normal University, Changchun, China - 2
Qiaoyi Experimental Middle School, Wuxi, China
The final, formatted version of the article will be published soon.
In the context of evolving educational standards, enhancing students’ academic engagement has emerged as a critical factor in mitigating the risks of school aversion among middle school students. This study examines the longitudinal effect of middle school students’ perceptions of teacher expectations on their academic engagement, as well as the mediating role of intentional self-regulation in this dynamic. A six-month longitudinal survey was conducted with 702 Chinese middle school students through three waves of questionnaires. The results showed that students’ perception of teacher expectations significantly predicted their academic engagement, with higher perceived teacher expectations leading to increased academic engagement. Furthermore, the study revealed that intentional self-regulation played a pivotal mediating role in the relationship between students’ perceptions of teacher expectations and academic engagement. Students’ perceptions of teacher expectations at Time 1 positively influenced their intentional self-regulation at Time 2, which subsequently enhanced their academic engagement at Time 3. These findings highlight the crucial impact of student’s perceptions of teacher expectations on adolescents’ academic motivation and provide guidance for educators to implement proactive strategies that enhance students’ academic development.
Keywords:
Academic engagement, Teacher expectation, Intentional self-regulation, Cross-lagged analyses, Adolescent Development
Received:
28 Jun 2024;
Accepted:
14 Oct 2024.
Copyright:
© 2024 Wang, Sun, Zhao, Wang and Xue. This is an
open-access article distributed under the terms of the
Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted,
provided the original author(s) or licensor are credited and that the
original publication in this journal is cited, in accordance with accepted
academic practice. No use, distribution or reproduction is permitted which
does not comply with these terms.
* Correspondence:
Haiying Wang, School of Psychology, Northeast Normal University, Changchun, China
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