Teacher Support as a Predictor of Student Engagement among Students in Sleman Regency: The Mediating Role of Intrinsic Motivation

Muhammad Rafli Syakbani (Department of Psychology, Faculty of Psychology, Yogyakarta State University, Yogyakarta, Indonesia)
Rita Eka Izzaty (Department of Psychology, Faculty of Psychology, Yogyakarta State University, Yogyakarta, Indonesia)
Neni Trinotiva (Department of Psychology, Faculty of Psychology, Yogyakarta State University, Yogyakarta, Indonesia)
Hadi Alhail (Department of Psychology, Faculty of Psychology, Yogyakarta State University, Yogyakarta, Indonesia)
Awan Rahmat (Department of Psychology, Faculty of Psychology, Yogyakarta State University, Yogyakarta, Indonesia)

ARMADA : Jurnal Penelitian Multidisiplin
Vol. 4 No. 8 (2026): ARMADA : Jurnal Penelitian Multidisplin, Agustus 2026

This study aims to examine the effects of teacher support on student engagement and intrinsic motivation, the effect of intrinsic motivation on student engagement, and the mediating role of intrinsic motivation among upper-secondary students in Sleman Regency, Indonesia. A quantitative survey involved 384 students selected through stratified random sampling. Data were collected using validated Likert-scale questionnaires and analysed through multiple regression and mediation analysis with 5,000 bootstrap resamples. The findings showed that teacher support positively affected student engagement (β = 1.770; p < 0.001) and intrinsic motivation (β = 0.913; p < 0.001). Intrinsic motivation also positively affected student engagement (β = 1.410; p < 0.001). The indirect effect through intrinsic motivation was significant (β = 0.849; p < 0.001), while the direct effect remained significant (β = 0.916; p < 0.001), indicating partial mediation. Based on Self-Determination Theory, findings confirm direct and motivational pathways linking teacher support with student engagement.