Research on the Relationship Between Teacher Support and Learning Engagement in Chinese High School Information Technology Courses: Mediation Effect Analysis Based on Computer Self-Efficacy

Introduction

China has entered the information age, and information technology has become the core of advanced productive forces. It has promoted the national economy’s innovative development and attracted significant attention from the education sector. In the new round of educational evaluation reform, the Chinese State Council emphasized the need to reverse the unscientific evaluation orientation that solely focuses on scores, college entrance examinations, and diplomas. The Council called for innovative process-oriented evaluation methods and promoting the development of high school students’ education connotation from a comprehensive perspective (State Council of China, 2020). This action indicates that the assessment of students’ comprehensive competence needs to be based on the perspective of students’ comprehensive development. Monitoring students’ learning efforts and actual academic input in their daily classroom activities is crucial.

Research has shown that learning engagement is an essential observational indicator for evaluating student learning from a learning process perspective. It has a positive predictive effect on learning quality. Many scholars have started researching different teaching stages and various disciplines concerning the status quo of learning engagement, influencing factors, and their mutual relationships. However, relevant research on the factors influencing the learning engagement of the information technology discipline still needs to be included.

Scholars have discovered that in high school information technology classes, students often lack initiative in learning, and many of them are primarily interested in using computers for entertainment purposes. Furthermore, when students are introduced to systematic theoretical knowledge and practical skills, their enthusiasm for learning rapidly declines (Xu & Liang, 2020).In reality, the high school stage information technology curriculum is tasked with cultivating information technology talents who can adapt to the development of the information age for the benefit of society and the country. Unlike other subjects, it focuses on practical operation and teaching that is combined with network information. Therefore, studying the level of students' learning engagement in the high school information technology curriculum and its influencing factors is of great significance for promoting the level of students' learning engagement and improving the quality of teaching provided by teachers.

The objective of this study is to examine the current level of students' information technology learning engagement and explore the relationship between teacher support as an environmental factor and computer self-efficacy as a personal factor with information technology learning engagement. Ultimately, this research aims to provide new research references for improving the level of students' information technology learning engagement.