ArticleFrontiers in psychology2026
Unpacking the impact of teacher support on EAP-related perceived academic achievement in EMI context: the mediating role of self-efficacy and academic engagement.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: This study examines how teacher support influences the EAP-related perceived academic achievement of engineering students in Sino-foreign cooperative "4+0" dual-degree programs. Grounded in Social Cognitive Theory, we propose that teacher support affects perceived academic achievement both directly and indirectly through self-efficacy and academic engagement, in a cross-cultural higher education context. Methods: A cross-sectional survey was administered to 500 first- and second-year undergraduate students at a comprehensive university in China. Structural equation modeling was used to analyze the hypothesized relationships among teacher support, self-efficacy, academic engagement, and EAP-related perceived academic achievement. Results: Teacher support showed a significant positive association with perceived academic achievement. Self-efficacy and academic engagement independently mediated this relationship. Moreover, a significant sequential mediation pathway was identified, in which teacher support is associated with self-efficacy, which in turn is linked to academic engagement, and ultimately to higher EAP-related perceived academic achievement. Discussion: The results highlight the vital role of teacher support in strengthening students' motivation and engagement, thereby fostering their subjective academic success in an internationalized educational setting. Practical implications for teaching in similar cooperative programs are discussed, emphasizing the need for holistic instructional support to enhance student development.
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