ArticleBMC psychology2025
Unveiling the relationship between students' perceived teacher support and student engagement in EFL learning: the mediating role of self-efficacy.
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 3 papers.
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Who cites it
3 citing papers in PubMed.
- The impact of DeepSeek's perceived interactivity on medical students' self-directed learning ability.Scientific reports · 2026Article
- Perceived social support and psychological wellbeing among vocational college students: the serial mediating roles of school belonging, academic self-efficacy, and psychological resilience.Frontiers in psychology · 2026Article
- Unpacking the impact of teacher support on EAP-related perceived academic achievement in EMI context: the mediating role of self-efficacy and academic engagement.Frontiers in psychology · 2026Article
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Authors and funding
3 authors.
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Abstract
backgroundStudent engagement (SEN) is pivotal for meaningful learning, yet the factors influencing engagement in EFL settings remain insufficiently understood. This study examines the roles of students' perceived teacher support (SPTS) and self-efficacy (SEF) in shaping engagement among Chinese EFL learners.
methodsA total of 2263 participants were surveyed using a quantitative approach. Structural equation modeling (SEM) was applied using SPSS 23.0 and AMOS 26.0 to examine the relationships among students' perceived teacher support, self-efficacy, and student engagement.
resultsThe results revealed that students' perceived teacher support positively predicted both self-efficacy and student engagement. Additionally, self-efficacy was found to not only directly influence student engagement but also partially mediate the relationship between students' perceived teacher support and student engagement.
conclusionsThis inquiry extends the theoretical understanding of SCT by providing empirical evidence and deepens our understanding of how contextual (i.e., students' perceived teacher support) and individual (i.e., self-efficacy) factors specifically influence behavior (i.e., student engagement) in the Chinese EFL learning context, offering valuable insights for educators to design targeted interventions to optimize language teaching and learning.
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