Paper Title
Moderating Effect of Self-Approach Goal on the Relationship Between Perceived Support for Autonomy from Teachers and Learning Engagement of Taiwanese High School Students
Abstract
This study employed the lasted approach-oriented type of goal: self-approach goal orientation, as the moderator to
reveal its impact on the relationship between the traditional relationship between perceived support for autonomy from
teachers and the learning engagement of Taiwanese high school students. Process model 1, developed by Andrew Hayes was
used to test the relationship. The results indicated that the predictive power of perceived teacher support for autonomy on
learning engagement decreased as students’ self-approach goal increased. It suggested that perceived support for autonomy
from teachers significantly influences learning engagement for lower self-approach goal orientation individuals since higher
self-approach goal orientation individuals already possess higher learning engagement regardless of how they perceive support
for autonomy by teachers.
Keywords - Perceived Support for Autonomy, Self-Approach Goal, Learning Engagement