Why do some university students appear highly active, confident, and enthusiastic in class, while others seem passive and easily give up? One of the answers lies in the support that they receive from their lecturers.

In higher education settings, academic performance is shaped not only by the content of the course but also by the perceived support received by their lecturers. Students who feel unsupported may experience a lack of motivation, fatigue, and even reluctance to participate in class activities. In contrast, when lecturers succeed in providing encouragement, students tend to feel more confident, motivated, and engaged in the learning process.

This phenomenon was the focus of a systematic review conducted by a research team from University of Padjadjaran. The team analyzed 13 studies from various parts of Asia, especially Tiongkok, Malaysia, and Vietnam. Using the PRISMA method (an international standard to analyze research) the team is set on answering the important question of: “How important is lecturer support in enhancing student engagement in higher education?”.

What is student engagement?

Before discussing the topic further, what exactly is student engagement? Put simply, student engagement is how involved a student is in class activities. This can be seen from their involvement in group discussions, their performance in assignments, and their motivation to achieve academic prestige. 

From the 13 studies handpicked by the researchers, two main factors were found: student characteristics and environmental factors.

Student Characteristics

1. Self-efficacy

Self-efficacy is a psychological phenomenon where someone’s belief in their capability to do a task will affect their performance in said task. In this context, the higher a student’s belief about their ability in class, will result in higher engagement. On the other hand, if the student is unsure of their capability, then they won’t be as engaged in class activities.

1. Fulfillment of psychological needs

In an academic setting, students will be more likely to engage in class activities when their psychological needs are met. These psychological needs means that students need to feel respected, valued, and appreciated in their learning environment.

1. Motivation

Motivation itself is separated into two categories: intrinsic and extrinsic motivation. The intrinsic motivation is the drive that comes from the students themselves while extrinsic motivation is the drive that comes from their environment. The higher the drive on either end will translate to a higher level of student engagement.

Environmental Factors

1. Learning environment

The condition and the teaching methods in the classroom can impact the degree of student engagement. If the environment is felt as safe and supportive, then the students will be more likely to be engaged in classroom activities.

1. Student-lecturer relationship

The higher the trust of students towards the lecturer can impact student engagement. If the lecturer is perceived positively then the students will show higher levels of engagement.

1. Peer relationships

Aside from that, support received from peers also affects engagement. Students’ peer support to participate in class can increase the level of student engagement.

Implications

The findings of this study shows just how important it is for lecturers to show support for students to be engaged in classroom activities. Consistent support towards students can not only increase their engagement but even affect how they perform academically. Without it, students can lose their motivation and become disengaged. The results of this study is a stark reminder for lecturers to pay more attention to their relationships with the students. While for students, this study shows the importance of engagement in classroom activities to achieve higher academic performance.

In the hardships of an academic setting that’s increasingly complex, the support of lecturers can become the key that not only makes students survive, but thrive and grow.

This article is based on the research from:

Kartika Prananto, Surya Cahyadi, Lubis, F. Y., & Zahrotur Rusyda Hinduan. (2025). Perceived teacher support and student engagement among higher education students – a systematic literature review. BMC Psychology, 13(1). https://doi.org/10.1186/s40359-025-02412-w