Impact of Perceived Academic Advisor Support on Academic Motivation

Li Sun, Ning Cheng


Improving the credit system is a new requirement of the Ministry of Education of China. The academic advisor system is an essential part of the credit system management and plays an important role in the planning and guidance of students’ academic career. Therefore, this paper studies the influence of students’ perception of academic advisor support on academic motivation. It surveyed 455 undergraduates from universities and colleges in Henan Province that implemented the academic advisor system, and found that students have a high degree of academic motivation. The main results of the research are as follows: 1) Freshmen’s perception of academic advisor support is higher than that of senior students; 2) Perceived autonomy support and engagement support have a significantly positive impact on intrinsic academic motivation; 3) Perceived opportunity support has a significantly positive impact on extrinsic academic motivation; 4) Perceived relationships support has a significant negative impact on amotivation. This research can help higher education workers to value student autonomy in learning, actively communicate with students, and provide resource support for the realization of student goals.

Full Text:



Bao, X. M., & Zeng, B. H. (2020). The Impact of teacher support on learner engagement in the online English teaching. Journal of Huainan Normal University, 22(06), 143-148.

Broussard, S. C., & Garrison, M. E. B. (2004). The relationship between classroom motivation and academic achievement in elementary school-aged children. Family and consumer sciences research journal, 33, 106-120.

Cai, X. Y., Gong, S. Y. (2013). The development of questionnaire on perceived mathematics teacher support for middle school students. Studies of psychology and behavior, 04, 81-87.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of educational research, 1, 59-109.

Gregory, A., Hafen, C. A., Ruzek, E., Mikami, A. Y., & Pianta, R. C. (2016). Closing the racial discipline gap in classrooms by changing teacher practice. School psychology review, 45(2), 171-191.

Gao, D. D., Li, X. Y., & Qiao, H. X. (2017). Development of a questionnaire on comprehension of teacher emotional support for middle school students. Chinese Journal of clinical psychology, 25(1), 115-119. 1005-3611.2017.01.025

Gao, J., Liu, M., Bai, J. F., Du, Y. M., & Cao, C. Y. (2019). Research on the Influencing Factors of College Students’ Autonomous Learning Motivation under the Network Environment. Journal of educational technology, 18(10), 30-34.

Gao, Y., & Wang, M. X. (2020). Investigation into factors of Chinese college EFL learners’ demotivation. Examination and evaluation, 04, 81-87.

Haider, S. A., Qureshi, M. M., Pirzada, S. S., & Shahzadi, I. (2015). A study of student’s motivation and its relationship with their academic performance. Journal of Resources Development and Management, 8, 9-17.

Hong, X. Q. (2020). Influential factors and countermeasures of non-English major undergraduates’ negative motivation in English learning. Journal of Hubei Open Vocational College, 9, 169-170.

Jensen, M. T., Solheim, O. J., & Idsøe, E. M. C. (2019). Do you read me? Associations between perceived teacher emotional support, reader self-concept, and reading achievement. Social Psychology of Education, 22(2), 247-266.

Latham, G. (2011). Work motivation: History, theory, research and practice. NJ, SAGE.

Liao, Y. (2006). The implementation of the multi-dimensional tutoring system from the different roles of the tutors. Education exploration, 09, 63-65.

Li, H. (2018). The status quo and countermeasures of five-year higher vocational students’ perception of teacher’ emotional support. Educational observation, 7(16), 145-146.

Li, X. M. (2018). The research on the Undergraduate tutorial system in local universities—Taking X universities for example. Unpublished master’s thesis, Bohai University, China.

Li, Z. Y. (2019). Research on Influencing Factors of College Students’ Online Learning Motivation Based on Qualitative Methods. Contemporary educational practice and teaching research, 05, 9-10.

Li, S. J. (2019). A study on demotivation factors of Hungarian college Chinese learners in non-target language environment. Unpublished master’s thesis, Beijing Foreign Studies University, China.

Lang, T. (2020). The influence of learning environment on students’ long-term motivation for foreign language learning. Literature Education, 06, 170-171.

Ou, Y. D. (2005). A Research on the relation among teachers’ expectation, self- conception of students’ academic achievement, students’ perception of teacher's behavioral supporting and the study achievement. Unpublished master’s thesis, Guangxi Normal University, China.

Qiao, X. H. (2014). The influence of the perception of teachers’ emotional support on learning burnout and academic help-seeking behavior—the mediating role of academic self-efficacy and the moderating role of learning motivation. Unpublished master’s thesis, Henan University, China.

Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. C. (2016). How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and instruction, 42, 95-103.

Sivrikaya, A. H. (2019). The Relationship between academic motivation and academic achievement of the students. Asian journal of education and training, 5(2), 309-315.

Shelton, E. N. (2003). Faculty support and student retention. Journal of Nursing Education, 42(2), 68-76.

Sha, J. R., Kan, Z. C., & Li, W. (2020). Empirical research on the improvement of college students’ school engagement by teachers’ support strategies in blended learning environment. China Audio-visual Education, 08,127-133.

Sukor, R., Mohd Ayub, A. F., Norhasnida, Z., & Nor Khaizura, A. R. (2017). Influence of Students’ motivation on academic performance among non-food science students taking food science course. International Journal of Academic Research in Progressive Education and Development, 6(4), 104-112.

Sun, Y. (2017). A study of correlation between teacher-student relationship and English learning motivation in Chinese universities. Unpublished master’s thesis, Dongbei University of Finance & Economics, China.

Sun, Y. M., & Lei, L. (2013). Research on the factors influencing the decline of college English learning motivation. Foreign Language Research, 05, 59-67. 10.13978/j.cnki.wyyj.2013.05.016

Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of educational psychology, 89(3), 411-419.

Xu, Y. X. (2017). Researches on the relationship among Mathematics academic help-seeking, teacher support and academic self-concept. Unpublished master’s thesis, Central China Normal University, China.

Yang, X. Z. (2017). The influence of career planning intervention on the learning motivation of vocational students. Health vocational education, 35(23), 105-106.

Zhou, Q. M., Zhu, Z. S., & Zhang, X. Y. (2016). Status quo and thinking of emotional support in Peizhi Chinese class in Zhejiang province—a sample survey and analysis of Chinese teachers in Peizhi school for Grades 1-3. China special education, 8, 25-30.

Zhang, D. H., Fu, D. M., Liu, H. Y., & Liu, L. M. (2018). Effect of perceived teacher’s autonomy support on students’ achievement: The mediating role of autonomy psychological need and intrinsic motivation. Teacher education research, 30(01), 79-86.

Zhong, J. X. (2020). A Study on the correlation among high school students’ English learning motivation, learning efficacy and academic performance. Unpublished master’s thesis, Minnan Normal University, China.


Copyright (c) 2021 Li Sun

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

International Journal of Human Resource Studies  ISSN 2162-3058


Copyright © Macrothink Institute  

To make sure that you can receive messages from us, please add the '' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.