作者：师亚飞，陈梦锦，魏艳涛*，张新刚，朱珂

出版刊物：European Journal of Education

出版时间：2026年

内容摘要：

This sequential explanatory mixed-methods study explored how teachers' autonomy support influences students' learning engagement and well-being in online learning environments, with intrinsic motivation and academic resilience as mediators. Quantitative data were gathered through surveys of 990 university students, followed by in-depth qualitative interviews with 12 selected participants. The quantitative findings revealed that teacher autonomy support positively predicted both learning engagement and well-being. Furthermore, intrinsic motivation and academic resilience mediated the relationship between teacher autonomy support and these outcomes. Interestingly, sequential mediating effects of intrinsic motivation and academic resilience were observed in the association between teacher autonomy support and both learning engagement and well-being. Qualitative analysis identified five key themes: advantages and challenges of online learning, the ideal teacher role, learning motivation, problem-solving strategies, and the overall learning experiences. These findings offer practical insights for enhancing teachers' professional development and designing effective online learning environments.

本项顺序解释性混合方法研究探讨了在线学习环境中教师自主支持如何影响学生的学习投入与幸福感，并以内在动机和学业韧性作为中介变量。定量数据通过对990名大学生的问卷调查收集，随后对12名选定的参与者进行了深度定性访谈。定量研究发现，教师自主支持正向预测学习投入与幸福感。此外，内在动机和学业韧性在教师自主支持与这些结果之间起中介作用。有趣的是，在教师自主支持与学习投入及幸福感之间的关联中，观察到了内在动机和学业韧性的顺序中介效应。定性分析识别出五个关键主题：在线学习的优势与挑战、理想的教师角色、学习动机、问题解决策略以及整体学习体验。这些发现为促进教师专业发展和设计有效的在线学习环境提供了实践启示。