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

Author :Chia-Ying Wei, Che-Yu Hsu, Yuan-Chou Lo, Iao-Seng Cheang, Chih-Hung Wang

Article Citation :Chia-Ying Wei ,Che-Yu Hsu ,Yuan-Chou Lo ,Iao-Seng Cheang ,Chih-Hung Wang , (2023 ) " Moderating Effect of Self-Approach Goal on the Relationship Between Perceived Support for Autonomy from Teachers and Learning Engagement of Taiwanese High School Students " , International Journal of Management and Applied Science (IJMAS) , pp. 23-25, Volume-9,Issue-6

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

Type : Research paper

Published : Volume-9,Issue-6

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