ArticleFrontiers in psychology2024
Enhancing emotional health and engagement in Chinese English language learners: an approach from teachers' autonomy- supportive behavior, teachers' harmony, and peer support in a two-sample study.
Article in Frontiers in psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers, 1 of them a synthesis that pooled it.
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Who cites it
6 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Perceived teacher support and student engagement among higher education students - a systematic literature review.BMC psychology · 2025Pooled it
- Cultural immersion and AI-supported instruction: international students' Chinese as a foreign language enjoyment.Frontiers in psychology · 2026Article
- The relationship between perceived intensive parenting and college students' academic achievement: the mediating roles of academic self-management and goal orientation.Frontiers in psychology · 2026Article
- The impact of teachers' caring behavior on EFL learners' academic engagement: the chain mediating role of self-efficacy and peer support.BMC psychology · 2025Article
- Autonomy support, peer relations, and teacher-student interactions: implications for psychological well-being in language learning.Frontiers in psychology · 2024Article
- Mediating effects of artificial intelligence on the relationship between academic engagement and mental health among Chinese college students.Frontiers in psychology · 2024Article
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Abstract
Background: In the evolving landscape of Chinese education, understanding the factors that influence the emotional health and engagement of English language learners is increasingly vital. Against this backdrop, our study delves into how teachers' autonomy-supportive behavior, teachers' harmony, and peer support impact these key educational outcomes. Aim: This study investigates the roles of teachers' autonomy-supportive behavior, teachers' harmony, and peer support in influencing the emotional health and engagement of English language learners in China. Method: Involving a diverse sample of 68 English Language Teachers and their 389 students from various Chinese universities, the study leverages a convenience sampling method. Results: Key findings indicate that students' emotional health is predominantly influenced by peer support, while student engagement is significantly affected by a combination of teachers' autonomy-supportive behavior, peer support, and teachers' harmony. These outcomes highlight the importance of both teacher behavior and peer relationships in educational settings, underscoring their crucial roles in enhancing student well-being and engagement. The study's methodology, incorporating a diverse sample from multiple educational institutions and a comprehensive analytical approach, offers robust insights. However, the limitations of convenience sampling and reliance on self-reported data necessitate a careful interpretation of the findings. Implications: Implications from this research are vital for educational policy and practice, emphasizing the need for interventions that enhance teacher-student relationships and foster supportive peer environments. This study adds to the body of knowledge on factors influencing emotional health and engagement among English language learners, advocating for a comprehensive approach in educational strategies and interventions.
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