The Influence of Teacher Support on Academic Achievement among Music Performance Majors: The Mediating Role of Learning Motivation
Abstract
evaluation systems, and uncertainty regarding long-term career development. Teacher support plays a critical role in shaping their learning
experiences and academic outcomes. Grounded in Social Support Theory and Self-Determination Theory, this study investigates the influ
ence of teacher support on academic achievement among music performance majors, with a particular focus on the mediating role of learn
ing motivation. Using questionnaire data collected from undergraduate students majoring in music performance, the results indicate that
teacher support positively predicts academic achievement and learning motivation. Moreover, learning motivation partially mediates the
relationship between teacher support and academic achievement. These findings extend existing research on teacher support by providing
empirical evidence from a music performance context and offer practical implications for improving teaching practices and student devel
opment in higher music education.
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DOI: http://dx.doi.org/10.70711/neet.v4i4.9120
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