ArticleFrontiers in psychology2022
Examining the relationship between perceived teacher support and students' academic engagement in foreign language learning: Enjoyment and boredom as mediators.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 22 papers, 1 of them a synthesis that pooled it.
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Who cites it
22 citing papers in PubMed, 1 synthesis or guideline pooled it.
- The impact of teacher socio-emotional competence on student engagement: a meta-analysis.Frontiers in psychology · 2025Pooled it
- Autonomy-supportive teaching, positive academic emotions, and agentic engagement in EFL contexts.BMC psychology · 2026Article
- Teacher autonomy support and music learning engagement: conditional associations of self-efficacy and discrete achievement emotions among university music students.Frontiers in psychology · 2026Article
- Multiple sources and student engagement in the smart classroom: the mediating role of foreign language enjoyment under control-value theory.Frontiers in psychology · 2026Article
- Unraveling the psychological and behavioral pathways connecting classroom instruction to mathematics achievement: insights from TALIS Shanghai data.Frontiers in psychology · 2026Article
- Language enjoyment and emotional engagement: are they distinct or congruent constructs?Frontiers in psychology · 2026Article
- The impact of the mathematical adversity quotient on preparatory students' mathematics learning engagement: moderated mediation effect analysis.Frontiers in psychology · 2026Article
- Teacher emotional support and learning engagement: a sequential mediation model of basic psychological needs satisfaction and enjoyment.Frontiers in psychology · 2026Article
- How does teacher support impact the academic achievement of boarding junior high school students? The mediating role of academic self-concept and the moderating effect of academic anxiety.Frontiers in psychology · 2026Article
- The buffering effect of perceived teacher support on students' academic burnout in online learning: a mini review.Frontiers in psychology · 2026Review
- Linking EFL psychological capital and EFL achievement: the chain mediating effect of academic boredom and behavioural engagement.BMC psychology · 2025Article
- Unveiling the relationship between students' perceived teacher support and student engagement in EFL learning: the mediating role of self-efficacy.BMC psychology · 2025Article
- Social support and english academic achievement: the mediating role of foreign language emotions and the moderating effect of academic self-concept.BMC psychology · 2025Article
- Evaluating academic motivation among Chinese secondary EFL learners: validation and measurement invariance.BMC psychology · 2025Article
- The associations between students' attitudes toward AI and learning engagement: serial mediating roles of perceived autonomy and learning enjoyment.Frontiers in psychology · 2025Article
- Grit and perceived teacher support associations with Chinese language achievement: the mediating role of emotion in Thai high school Chinese classrooms.Frontiers in psychology · 2025Article
- The effects of perceived teacher support and growth language mindset on learner well-being in AI-integrated environment: the mediating role of generative AI attitude.Frontiers in psychology · 2025Article
- Assessing the interactions between learning enjoyment, motivation, burnout, and grit in EFL students: a mixed-methods approach.BMC psychology · 2024Article
- From literacy to learning: The sequential mediation of attitudes and enjoyment in AI-assisted EFL education.Heliyon · 2024Article
- Enhancing Chinese students' academic engagement: the effect of teacher support and teacher-student rapport.Frontiers in psychology · 2023Article
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2 authors.
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Abstract
As an important contextual factor influencing various aspects of students' learning, teacher support has been widely explored in general education but largely overlooked in the English as a Foreign Language (EFL) context. Given its potential positive role in students' academic performance, the present study intended to investigate the relationship between perceived teacher support, enjoyment, boredom, and academic engagement in the EFL context. In so doing, 1094 Chinese high school students were recruited to complete the online questionnaire of the four variables. SPSS and PROCESS macro were used for descriptive, correlational, and mediation analyses. The results showed that students had moderate levels of perceived teacher support, enjoyment, and academic engagement and a low level of boredom. Further correlation analyses indicated medium to large correlations between perceived teacher support, enjoyment, boredom, and academic engagement. Enjoyment and boredom collectively mediated the relationship between perceived teacher support and academic engagement. Directions for future research and implications for researchers and educators are presented at the end.
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