The impact of perceived value on engagement: the role of teacher behavior

Purpose This paper investigates the impact of perceived value on academic engagement (AE) of students in an online learning environment. The mediating effect of teacher behavior (TB) on the relationships is also explored. Design/methodology/approach Data were collected from 542 students studying at different specializations in Malaysia and Thailand academic institutions. This study employed a quantitative methodology and utilized the SmartPLS for data analyses. Findings The results suggest that students' perceived value is a strong predictor of AE, while TB positively and significantly mediated only social value–engagement association and spiritual value–engagement association. Practical implications These findings suggest focusing on TB as a dynamic variable in pursuing students' AE. Still, the cross-cultural and gender differences uncovered added important factors to consider when designing online learning programs across different student groups. Originality/value By building on reasoned action theory (TRA) and integrating TRA with social motivational theory, this study provides novel theoretical insights that reveal mechanisms whereby students' perceived value promotes AE through TB in online learning.