The influence of teaching motivations on student engagement in an online learning environment in China

Given the importance of student engagement for educational success, it is essential to explore how teachers can stimulate in online learning environment. However, relatively little research drawing from self-determination theory has examined links between teaching motivations and engagement. To this end, study was conducted survey 414 Chinese college students’ perceptions motivations, their own intrinsic extrinsic during process, as well with learning. The findings indicated that had satisfactory validity internal consistency. Structural equation model revealed interrelationships autonomy-supportive controlling results showed environments, motivation were positively related Unexpectedly, no significant effect on Moreover, mediating effects including perceived autonomy, competence, relatedness offered a deeper understanding association main practical implications together are discussed depth. Implications practice or policy: Teachers could adopt strategies they have shown be positive factors Developers educators enhance through nurturing inner motivational resources Researchers verify more influence clarify manipulated future studies.