The impact of perceived value on engagement: the role of teacher behavior
International Journal of Educational Management
ISSN: 0951-354X
Article publication date: 31 August 2022
Issue publication date: 7 November 2022
Abstract
Purpose
This paper investigates the impact of perceived value on academic engagement (AE) of students in an online learning environment. The mediating effect of teacher behavior (TB) on the relationships is also explored.
Design/methodology/approach
Data were collected from 542 students studying at different specializations in Malaysia and Thailand academic institutions. This study employed a quantitative methodology and utilized the SmartPLS for data analyses.
Findings
The results suggest that students' perceived value is a strong predictor of AE, while TB positively and significantly mediated only social value–engagement association and spiritual value–engagement association.
Practical implications
These findings suggest focusing on TB as a dynamic variable in pursuing students' AE. Still, the cross-cultural and gender differences uncovered added important factors to consider when designing online learning programs across different student groups.
Originality/value
By building on reasoned action theory (TRA) and integrating TRA with social motivational theory, this study provides novel theoretical insights that reveal mechanisms whereby students' perceived value promotes AE through TB in online learning.
Keywords
Acknowledgements
Funding: This research received no external funding.
Citation
Al Issa, H.-E., Saad, S. and Dittavichai, R. (2022), "The impact of perceived value on engagement: the role of teacher behavior", International Journal of Educational Management, Vol. 36 No. 7, pp. 1176-1192. https://doi.org/10.1108/IJEM-03-2022-0102
Publisher
:Emerald Publishing Limited
Copyright © 2022, Emerald Publishing Limited