Proceedings of the 2025 International Conference on Educational Innovation and Information Technology (EIIT 2025)

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The Effect of Undergraduate Mentor Support Behavior on College Students’ Learning Engagement: The Mediating Role of Academic Self-efficacy

Authors
Leqiang Shao1, *
1School of Environmental and Chemical Engineering, Jiangsu University of Science and Technology, Zhenjiang, 212100, China
*Corresponding author. Email: 201800000085@just.edu.cn
Corresponding Author
Leqiang Shao
Available Online 15 December 2025.
DOI
10.2991/978-2-38476-497-6_24How to use a DOI?
Keywords
Undergraduates; Mentor Support Behaviors; Academic Engagement; Academic Self-Efficacy
Abstract

This study used the undergraduate mentor support behaviors scale, academic engagement scale, and academic self-efficacy scale to conduct a questionnaire survey on 459 college students, aiming to explore the influencing mechanism of undergraduate mentor support behaviors (emotional support, learning support, information support, and research support) on college students’ academic engagement. The results showed that: undergraduate mentor support behaviors were significantly correlated with academic self-efficacy and academic engagement; the mediation effect test indicated that undergraduate mentor support behaviors had a significant direct effect on academic engagement, and the mediating effect of academic self-efficacy was significant and stronger than the direct effect. The findings of this study help to understand the mechanism of how undergraduate mentor support behaviors affect college students’ academic engagement, and provide important reference value for optimizing the implementation path of the tutorial system, promoting college students’ academic engagement, and further improving the quality of talent cultivation in higher education.

Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the 2025 International Conference on Educational Innovation and Information Technology (EIIT 2025)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
15 December 2025
ISBN
978-2-38476-497-6
ISSN
2352-5398
DOI
10.2991/978-2-38476-497-6_24How to use a DOI?
Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Leqiang Shao
PY  - 2025
DA  - 2025/12/15
TI  - The Effect of Undergraduate Mentor Support Behavior on College Students’ Learning Engagement: The Mediating Role of Academic Self-efficacy
BT  - Proceedings of the 2025 International Conference on Educational Innovation and Information Technology (EIIT 2025)
PB  - Atlantis Press
SP  - 239
EP  - 247
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-497-6_24
DO  - 10.2991/978-2-38476-497-6_24
ID  - Shao2025
ER  -