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

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  • Hong Duan

    (School of Information Science and Technology, Northeast Normal University, Changchun 130117, China
    Teachers of College, Shihezi University, Shihezi 832003, China)

  • Wei Zhao

    (School of Information Science and Technology, Northeast Normal University, Changchun 130117, China)

  • Zhenjun Zhang

    (Teachers of College, Shihezi University, Shihezi 832003, China)

  • Jinhong Tao

    (School of Information Science and Technology, Northeast Normal University, Changchun 130117, China)

  • Xiaoqing Xu

    (School of Information Science and Technology, Northeast Normal University, Changchun 130117, China)

  • Nuo Cheng

    (School of Information Science and Technology, Northeast Normal University, Changchun 130117, China)

  • Qian Guo

    (School of Information Science and Technology, Northeast Normal University, Changchun 130117, China)

Abstract

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.

Suggested Citation

  • Hong Duan & Wei Zhao & Zhenjun Zhang & Jinhong Tao & Xiaoqing Xu & Nuo Cheng & Qian Guo, 2024. "The Effect of Teacher Support on the Sustainable Online Academic Self-Efficacy of College Students: The Mediating Effect of Academic Procrastination," Sustainability, MDPI, vol. 16(5), pages 1-17, March.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:5:p:2123-:d:1350900
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    References listed on IDEAS

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    1. Qi Guo & Shamsulariffin Samsudin & Xiaoming Yang & Jianxin Gao & Mohd Aswad Ramlan & Borhannudin Abdullah & Noor Hamzani Farizan, 2023. "Relationship between Perceived Teacher Support and Student Engagement in Physical Education: A Systematic Review," Sustainability, MDPI, vol. 15(7), pages 1-18, March.
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