A Research on the Relationship between Teachers' Support and Students' Academic Achievement in Higher Vocational Colleges

This paper aims to explore teachers' support and students' academic achievements. Because students' academic achievements are related to the quality of higher education, however, not all students' academic achievements are invested in learning activities independently, and a big factor in learning gains is students' social support. With reference to previous studies and existing literature, This study selects teacher support as the independent variable, vocational students' academic achievements as the dependent variable, students' academic self-efficacy and learning engagement as the mediation variables to build a research model to explore the chain mediation effect of teacher support on academic achievement through academic self-efficacy and learning engagement. In this study, 414 vocational college students in Chongqing were investigated by questionnaire. The reliability and validity of the questionnaire were consistent with the academic level, and were statistically tested by SPSS 25.0; The results show that: 1. Teacher support positively predicts vocational students' academic achievements; 2.Teacher support can indirectly predict the academic achievements of higher vocational students through academic self-efficacy; 3. Teacher support can indirectly predict the academic achievements of higher vocational students through learning engagement; 4. Academic self-efficacy - learning engagement plays a chain mediation role between teacher support and academic achievement. Finally, based on the conclusions of the study, this study puts forward specific suggestions for future research.