Mediation of Achievement Goal Orientation between Teacher Support and Learning Engagement among Vocational University Students

Abstract

For vocational university students, teachers are the most important social subject in the learning environment. They not only teach in class but also develop and coordinate after-class events. Interactions between teachers and students have the potential to influence students’ learning behavior, academic motivation, and academic achievement. As the positive state pursued in the learning process, students’ learning motivation and engagement not only are the basis for ensuring learning effectiveness but also exert a subtle influence on students’ academic performance. Therefore, the investigation on learner engagement as a key criterion to increase quality has received increasing attention as it involves the students’ academic achievement and their personal growth. Investigating the internal mechanisms and external situations that encourage students’ learning engagement is critical. This study will review the literature on achievement goal orientation as a mediating factor, examining its influence on the connection between teacher support and learning engagement.

Keywords: Achievement goal orientation; learning engagement; teacher support; vocational university