The moderating role of teachers’ socio-emotional competence on the relationship between academic engagement and autonomous motivation: Evidence from secondary schools

This study investigated the socio-emotional competence (SEC) of teachers as a moderator in the relationship between academic engagement and autonomous and controlled motivation, due to contradictions observed in previous literature. A cross-sectional quantitative study was conducted in seven schools in the region. Participants were selected using a stratified sampling method, targeting both teachers and students (434 teachers with more than four years of experience as inclusion criteria and 391 students). Process Model 1, Pearson's correlation valuation of the relationship, and moderation analysis were used. The results showed that teachers' socio-emotional competence was significantly and moderately correlated with student autonomous motivation (r = 0.585, p < 0.01). Teachers' SEC had a statistically significant but small moderating effect on the relationship between students' academic engagement and autonomous motivation (ΔR 2 = 0.0081, p < 0.05). Moreover, agentic and emotional academic engagement were predictors of controlled motivation (β = −0.062, p < 0.01, β = 0.017, p < 0.01, respectively). However, students' academic engagement and autonomous motivation had a weak negative correlation (r = −0.351, p < 0.01). 01, respectively). However, students' academic engagementsocioemotional motivation had a weak negative correlation (r = −0.351, p < 0.01). However, students' academic engagement and autonomous mosocioemotionalweak negative correlation (r = −0.351, p < 0.01). 01, respectively). However, students' academic engagementsocioemotional motivation had a weak negative correlation (r = −0.351, p < 0.01). Teachers' SEC enhances students' autonomous motivation and mitigates the negative effects of academic engagement. The findings of this study indicate that professional development programs for teachers focusing on teachers' SEC could improve students' academic engagement and autonomous motivation. Further studies should be conducted using mediating factors such as school climate, self-efficacy, psychological needs and academic self-concept.