ArticleBMC psychology2025
The impact of teachers' caring behavior on EFL learners' academic engagement: the chain mediating role of self-efficacy and peer support.
Article in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Linking teacher caring to perceived course-related learning gains: the sequential mediating roles of academic self-efficacy and learning engagement.Frontiers in psychology · 2026Article
- The influence of teacher care on middle school students' social-emotional competence: evidence from the China Education Panel Survey (2013-2014).Frontiers in psychology · 2026Article
- A sustainable bilingual learning ecosystem in higher education: teacher and peer support under SDG 4.7.Frontiers in psychology · 2026Article
- The relationship between teacher care and Chinese college students' physical education class learning satisfaction: the chain mediation effect of exercise enjoyment and exercise self-efficacy.Frontiers in psychology · 2025Article
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2 authors.
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Abstract
backgroundThe significance of academic engagement for English as a Foreign Language (EFL) learners has gained increasing attention in recent research. While studies have shown that teachers' caring behavior positively influences academic engagement, the underlying roles of self-efficacy and peer support remain unexplored. This study examines the impact of teachers' caring behavior on academic engagement and investigates the chain-mediating effects of self-efficacy and peer support.
methodsA survey-based study was conducted with EFL learners from three universities in Xuchang, Henan Province, China. The study utilized the Teachers' Caring Behavior Scale, English Self-Efficacy Scale, Peer Support Scale, and Utrecht Work Engagement Scale for Students. Data analysis was performed using Partial Least Squares Structural Equation Modeling with SmartPLS 4.0 to examine the relationships among variables.
resultThe findings indicate that teachers' caring behavior significantly enhances academic engagement (β = 0.069; p = 0.042). Peer support fully mediated the relationship between teachers' caring behavior and academic engagement (VAF = 68.56%), while self-efficacy partially mediated this effect (VAF = 45.67%). Furthermore, peer support and self-efficacy jointly functioned as a chain mediator, linking teachers' caring behavior to academic engagement (VAF = 64.80%).
conclusionThe study suggests that teachers' caring behavior fosters a supportive peer environment, which enhances self-efficacy and ultimately increases academic engagement. These findings provide theoretical support and practical insights for improving academic engagement among EFL learners, emphasizing the importance of teacher support and peer interactions in language learning.
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