Effect of teacher–student relationships on the online learning motivation of secondary school students

Abstract

The COVID-19 pandemic has had a significant impact on secondary school teaching and learning models and has changed the way students attend classes. This study examined the impact of teacher–student relationships on secondary school students' online learning motivation during the pandemic, using selfdetermination theory. We proposed that basic psychological needs would mediate this relationship, with affective experiences playing a moderating role. Data were collected through an online survey of 1,168 secondary school students during the outbreak containment period in China (October 14–21, 2022). The results indicated that teacher–student relationships positively influenced motivation, with basic psychological needs serving as a partial mediator, highlighting the moderating role of emotional experience in the direct association between teacher–student relationships and online learning motivation. The research enhances understanding of the dynamics between teacher support and student needs in online learning environments, and has implications for promoting student engagement and educational outcomes.