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<p>Drawing on Self-Determination Theory (SDT), this study examined the relationship between digital teacher support (DTS) and student engagement (SE) via their basic needs satisfaction (BNS) in college blended learning (BL) environments, with a sample of 225 EFL learners at Z University in China. By integrating variable-centered and person-centered approaches, we aimed to advance understanding of how DTS operates in BL. Using a variable-centered approach, we tested a mediation model and found that DTS positively predicted SE both directly (β = 0.34, <i>p</i> &lt; 0.001) and indirectly through BNS (β = 0.50, <i>p</i> &lt; 0.001), with BNS accounting for 68% of the total effect. This confirmed BNS as a partial mediator. Employing latent profile analysis, we identified three distinct DTS profiles: high, medium-high, and medium-low. Students in the high DTS profile exhibited significantly higher BNS and SE than those in the other two profiles, while the medium-high group outperformed the medium-low group. By combining two complementary approaches, this study provides a more comprehensive understanding of the relationship between DTS, BNS, and SE in BL. Practically, it highlights the need for tailored DTS strategies to meet the diverse needs of different student subgroups and enhance their engagement.</p>

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Exploring the mediating role of basic needs satisfaction between students’ perceived digital teacher support and engagement in blended language learning: combining variable-and person-centered approaches

  • 期刊论文

  • 发表日期：

    2026年1月20日

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  • Ling Li,
  • Ninghui Xu,
  • Fangyi Guan

摘要

Drawing on Self-Determination Theory (SDT), this study examined the relationship between digital teacher support (DTS) and student engagement (SE) via their basic needs satisfaction (BNS) in college blended learning (BL) environments, with a sample of 225 EFL learners at Z University in China. By integrating variable-centered and person-centered approaches, we aimed to advance understanding of how DTS operates in BL. Using a variable-centered approach, we tested a mediation model and found that DTS positively predicted SE both directly (β = 0.34, p < 0.001) and indirectly through BNS (β = 0.50, p < 0.001), with BNS accounting for 68% of the total effect. This confirmed BNS as a partial mediator. Employing latent profile analysis, we identified three distinct DTS profiles: high, medium-high, and medium-low. Students in the high DTS profile exhibited significantly higher BNS and SE than those in the other two profiles, while the medium-high group outperformed the medium-low group. By combining two complementary approaches, this study provides a more comprehensive understanding of the relationship between DTS, BNS, and SE in BL. Practically, it highlights the need for tailored DTS strategies to meet the diverse needs of different student subgroups and enhance their engagement.