Effect of teacher–student relationships on the online learning motivation of secondary school students

• Beibei Guan

  School of Marxism, Qingdao University of Science and Technology

• Xiaoxuan Zhang

  School of Education, Central China Normal University, and School of Education, Minzu University of China

• Boyuan Duan

  School of Education, Minzu University of China

• Qianqian Ruan

  School of Education, Minzu University of China

The COVID-19 pandemic has had a significant impact on secondary school teaching and learning models and has changed the way students attend classes. This study examined the impact of teacher–student relationships on secondary school students’ online learning motivation during the pandemic, using self-determination theory. We proposed that basic psychological needs would mediate this relationship, with affective experiences playing a moderating role. Data were collected through an online survey of 1,168 secondary school students during the outbreak containment period in China (October 14–21, 2022). The results indicated that teacher–student relationships positively influenced motivation, with basic psychological needs serving as a partial mediator, highlighting the moderating role of emotional experience in the direct association between teacher–student relationships and online learning motivation. The research enhances understanding of the dynamics between teacher support and student needs in online learning environments, and has implications for promoting student engagement and educational outcomes.

• Download PDF
  (USD 29)

Copyright (c) 2024 Social Behavior and Personality

This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.