ArticleFrontiers in psychology2025
The relationship between perceived teacher support and student engagement in Chinese senior high school English classrooms: the mediating role of learning motivation.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- Perceived Psychologically Controlling Teaching and Foreign Language Learning Engagement: Indirect Associations Through Foreign Language Anxiety and the Moderating Role of L2 Grit.Behavioral sciences (Basel, Switzerland) · 2026Article
- The Impact of Perceived Teacher Emotional Support on Student Learning: A Meta-Analysis.Behavioral sciences (Basel, Switzerland) · 2026Review
- Enhancing Rural Children's Cognitive Abilities Through Teacher Support: Quasi-Experimental Evidence from Longitudinal Data in China.Journal of Intelligence · 2026Article
- The impact of the mathematical adversity quotient on preparatory students' mathematics learning engagement: moderated mediation effect analysis.Frontiers in psychology · 2026Article
- The relationship between perceived teacher support and student engagement in Chinese junior high school music classrooms: the role of learning motivation.Frontiers in psychology · 2026Article
- Identifying foreign language learning burnout: latent profiles, cutoff points, and an explainable web-based calculator.Frontiers in psychology · 2026Article
- The relationship between teacher identity and learning engagement in sports training students: the mediating role of learning motivation.Frontiers in psychology · 2026Article
- 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
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2 authors.
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Abstract
Introduction: In the current educational context, student engagement serves as a key indicator of both teaching quality and overall educational effectiveness in senior high school education. Methods: This study employed structural equation modeling to analyze the self-report questionnaire data from 314 Chinese senior high school students, aiming to examine the relationship between perceived teacher support and student engagement in English classrooms as well as the mediating role of learning motivation (intrinsic motivation and extrinsic motivation). Results: The results indicate that perceived teacher support, learning motivation, and student engagement in English learning are generally moderate to high. There is a positive correlation between teacher support, learning motivation, and student engagement. Teacher support significantly predicts student engagement yet learning motivation plays a mediating role in this relationship, with intrinsic motivation having a greater mediating effect than extrinsic motivation. Discussion: These findings provide valuable insights into how teacher support influences student motivation and engagement, offering practical strategies for improving instructional approaches in senior high school English education.
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