Modeling the Contributions of Perceived Teacher Autonomy Support and School Climate to Chinese EFL Students' Learning Engagement

被引：4

作者：

Wang, Mengzhong ^{[1
]}

机构：

[1] Xinyang Normal Univ, Sch Foreign Languages, Nanhu Rd 237, Xinyang City 464000, Henan, Peoples R China

来源：

PERCEPTUAL AND MOTOR SKILLS | 2024年 / 131卷 / 05期

关键词：

engagement; perceived teacher autonomy support; school climate; EFL students; CLASSROOM SOCIAL-ENVIRONMENT; SELF-DETERMINED MOTIVATION; ACADEMIC-ACHIEVEMENT; EFFICACY; ADOLESCENTS; SATISFACTION; WILLINGNESS; RELATEDNESS; PERCEPTIONS; LEARNERS;

D O I：

10.1177/00315125241272672

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

Given the value of student engagement and its impact on academic performance, it is critical to identify factors that influence student engagement in different educational contexts. To do so, we examined the contributions of perceived teacher autonomy support and school climate in English as a foreign language (EFL) students' learning engagement. We conducted online surveys of 331 Chinese intermediate English learners. We substantiated the validity of the survey scales for measuring these three latent variables through confirmatory factor analyses (CFA), and we employed structural equation modeling (SEM) to identify interrelationships in these variables of interest. Both perceived teacher autonomy support and school climate were significantly and positively related to student engagement, with school climate more strongly correlated than teacher autonomy support. These findings suggest that teacher autonomy support and a positive school climate are important contributors to student engagement in EFL classrooms, and we discussed practical implications of these discoveries for EFL teachers.

引用

页码：2008 / 2029

页数：22

共 126 条

[21] The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research [J].

Dewaele, Jean-Marc ;

Chen, Xinjie ;

Padilla, Amado M. ;

Lake, J. .

FRONTIERS IN PSYCHOLOGY, 2019, 10

[22] A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students [J].

Diseth, Age ;

Danielsen, Anne G. ;

Samdal, Oddrun .

EDUCATIONAL PSYCHOLOGY, 2012, 32 (03) :335-354

[23]

Drnyei Z., 2003, GROUP DYNAMICS LANGU, DOI [10.1017/CBO9780511667138, DOI 10.1017/CBO9780511667138]

[24] Foreign Language Enjoyment and Anxiety as the Correlates of the Ideal L2 Self in the English as a Foreign Language Context [J].

Fathi, Jalil ;

Mohammaddokht, Farnoosh .

FRONTIERS IN PSYCHOLOGY, 2021, 12

[25] Are perceived school climate dimensions predictive of students' engagement? [J].

Fatou, Nicolas ;

Kubiszewski, Violaine .

SOCIAL PSYCHOLOGY OF EDUCATION, 2018, 21 (02) :427-446

[26]

Finn JD, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P97, DOI 10.1007/978-1-4614-2018-7_5

[27] School engagement: Potential of the concept, state of the evidence [J].

Fredricks, JA ;

Blumenfeld, PC ;

Paris, AH .

REVIEW OF EDUCATIONAL RESEARCH, 2004, 74 (01) :59-109

[28] Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues [J].

Fredricks, Jennifer A. ;

Filsecker, Michael ;

Lawson, Michael A. .

LEARNING AND INSTRUCTION, 2016, 43 :1-4

[29]

Fredricks JA, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P763, DOI 10.1007/978-1-4614-2018-7_37

[30] Exploring EFL university teachers' beliefs in integrating ChatGPT and other large language models in language education: a study in China [J].

Gao, Yang ;

Wang, Qikai ;

Wang, Xiaochen .

ASIA PACIFIC JOURNAL OF EDUCATION, 2024, 44 (01) :29-44

← 1 2 3 4 5 6 7 8 9 10 →