Teacher Support and Academic Achievement: The Mediating Role of Student Motivation

Abstract

This study examines the effect of teacher support on academic achievement, with student motivation as a mediating variable in higher education. In contemporary learning environments, teacher support is recognized as a critical factor in shaping students’ academic success; however, its effectiveness largely depends on how it influences students’ internal learning processes. Despite growing interest in this area, limited research has explored the mediating role of student motivation in explaining the relationship between teacher support and academic outcomes. This study employs a quantitative cross-sectional survey design involving undergraduate students. Data are collected through structured questionnaires and analyzed using Structural Equation Modeling (SEM) to examine both direct and indirect relationships among variables. The findings are expected to show that teacher support significantly influences academic achievement, both directly and indirectly through student motivation. In particular, student motivation is expected to serve as a key mechanism for strengthening the impact of teacher support on learning outcomes. This study contributes to the literature by providing an integrated model that links instructional support with motivational processes in explaining academic achievement. The findings offer important implications for educators and policymakers in designing teaching strategies that not only provide academic support but also enhance students’ motivation and engagement.