Teacher Support as a Predictor of Student Engagement among Students in Sleman Regency: The Mediating Role of Intrinsic Motivation

Abstract

This study aims to examine the effects of teacher support on student engagement and intrinsic motivation, the effect of intrinsic motivation on student engagement, and the mediating role of intrinsic motivation among upper-secondary students in Sleman Regency, Indonesia. A quantitative survey involved 384 students selected through stratified random sampling. Data were collected using validated Likert-scale questionnaires and analysed through multiple regression and mediation analysis with 5,000 bootstrap resamples. The findings showed that teacher support positively affected student engagement (β = 1.770; p < 0.001) and intrinsic motivation (β = 0.913; p < 0.001). Intrinsic motivation also positively affected student engagement (β = 1.410; p < 0.001). The indirect effect through intrinsic motivation was significant (β = 0.849; p < 0.001), while the direct effect remained significant (β = 0.916; p < 0.001), indicating partial mediation. Based on Self-Determination Theory, findings confirm direct and motivational pathways linking teacher support with student engagement.