Related Experiment Video
Updated: Jan 10, 2026

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
Does Teacher Support Scaffold Engagement? Academic Self-Efficacy as Mediator and Proactive Personality as Moderator
Wenmei Sun1, Qiaoyu Wu1, Xinle Zhang1
1Faculty of Education, Henan Normal University, Xinxiang 453007, China.
Abstract:
The current study investigates how high school students' perceived teacher support relates to their academic engagement, drawing on Job Demands-Resources (JD-R) and Conservation of Resources (COR) Theories. It further examined academic self-efficacy's mediating role and the moderating role of proactive personality. The study used Perceived Teacher Support Behavioral Questionnaire, Academic Self-Efficacy Scale, Proactive Personality Scale, and Academic Engagement Scale to survey 1664 students at a public high school in a county-level city in southeastern Henan Province, China. Findings showed that (1) perceived teacher support positively influenced students' academic engagement; (2) academic self-efficacy partially mediated this connection; (3) proactive personality moderated the indirect effect, specifically the path from academic self-efficacy to academic engagement. In conclusion, academic self-efficacy acts as a key factor through which perceived teacher support promotes students' academic engagement. Proactive personality further strengthens the effect of academic self-efficacy on engagement.
Related Concept Videos
Self-Efficacy
Self-Evaluation: Self-Enhancement and Self-Verification
Sources of Self-Esteem II: Performance Feedback
Protecting Self-Esteem
Strategies of Self-Presentation I: Strategic Self-Presentation
Sources of Self-Esteem I: Family Experience
