ArticleFrontiers in psychology2025
Effects of perceived English teacher support on student engagement among Chinese EFL undergraduates: L2 motivational self system as the mediator.
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 5 papers.
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Who cites it
5 citing papers in PubMed.
- The Impact of Perceived Teacher Emotional Support on Student Learning: A Meta-Analysis.Behavioral sciences (Basel, Switzerland) · 2026Review
- Autonomy-supportive teaching, positive academic emotions, and agentic engagement in EFL contexts.BMC psychology · 2026Article
- Chinese students' L2 classroom engagement in college: Perceived teacher support, value beliefs and self-monitoring.PloS one · 2026Article
- Social support and psychological safety in university volleyball: a qualitative study of sustained participation.Frontiers in psychology · 2026Article
- Unveiling the relationship between students' perceived teacher support and student engagement in EFL learning: the mediating role of self-efficacy.BMC psychology · 2025Article
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2 authors.
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Abstract
Introduction: Student engagement is a vital evaluation index in the learning process of English learners and serves as a key indicator of the effectiveness and quality of college English teaching. Methods: Based on the perspective of the second language motivational self system theory, this study used a structural equation model to explore the general profile of 2,633 Chinese undergraduates of English as a foreign language (EFL) perceived teacher support, second language (L2) motivation, and student engagement in English classrooms, and the interrelationships among the three variables. Results: The results showed that teacher support and student engagement were at high levels, and L2 motivation was at a medium-high level in English learning. Perceived teacher support significantly correlated with L2 motivation, and their profound influence on student engagement. The indirect effect results showed that the L2 motivational self system mediated the effect of perceived teacher support on student engagement, and L2 learning experience exerted a greater mediating effect compared to the ideal L2 self and ought-to L2 self. Discussion: These findings deepen the understanding of the interaction mechanism between these variables and provide helpful references to improve student engagement and learning effectiveness.
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