Relationship between Perceived Teacher Support and Learning Engagement in EFL Context: The Mediating Role of Achievement Emotions
DOI:
https://doi.org/10.58557/(ijeh).v3i1.141Kata Kunci:
Perceived teacher support, learning engagement, FL enjoyment, FL boredom, mediating mechanismsAbstrak
The facilitative effect of teacher support on students’ consequential learning outcomes has been validated across student populations at all levels. However, few studies have explored the mediating mechanisms between teacher support and learning engagement, especially in English as a foreign language (EFL). The present study seeks to explore whether achievement emotions mediated the relationship between teacher support and learning engagement in learning EFL. Data were collected from 527 Chinese secondary EFL learners in Grades 7 and 8 through convenience sampling. Results of structural equation modelling (SEM) and mediation analysis showed that perceived teacher support was significantly associated with foreign language (FL) achievement emotions. FL achievement emotions, in turn, predicted learning engagement. These findings add to the evidence base for the beneficial effect of teacher support on EFL learners’ learning engagement. Implications and directions for future studies are discussed
Referensi
Baños, R., Fuentesal, J., Conte, L., Ortiz-Camacho, M. D. M., & Zamarripa, J. (2020). Satisfaction, enjoyment and boredom with physical education as mediator between autonomy support and academic performance in physical education. International Journal of Environmental Research and Public Health, 17(23), 1–10. https://doi.org/10.3390/ijerph17238898
Berkman, L. F., & Syme, S. L. (1979). Social networks, host resistance, and mortality: A nine-year follow-up study of Alameda County residents. American Journal of Epidemiology, 109(2), 186–204. https://doi.org/10.1093/oxfordjournals.aje.a112674
Bieg, S., Dresel, M., Goetz, T., & Nett, U. E. (2022). Teachers’ enthusiasm and humor and its’ lagged relationships with students’ enjoyment and boredom - A latent trait-state-approach. Learning and Instruction, 81, 101579. https://doi.org/10.1016/j.learninstruc.2021.101579
Bolton, K., & Botha, W. (2015). Researching English in contemporary China. World Englishes, 34(2), 169–174. https://doi.org/10.1111/weng.12131
Chen, J. J., Jiang, T. N., & Liu, M. F. (2021). Family socioeconomic status and learning engagement in Chinese adolescents: The multiple mediating roles of resilience and future orientation. Frontiers in Psychology, 12, 1–9. https://doi.org/10.3389/fpsyg.2021.714346
Chen, J. J. L. (2008). Grade-level differences: Relations of parental, teacher and peer support to academic engagement and achievement among Hong Kong students. School Psychology International, 29(2), 183–198. https://doi.org/10.1177/0143034308090059
Clem, A. L., Rudasill, K. M., Hirvonen, R., Aunola, K., & Kiuru, N. (2021). The roles of teacher-student relationship quality and self-concept of ability in adolescents’ achievement emotions: Temperament as a moderator. European Journal of Psychology of Education, 36(2), 263–286. https://doi.org/10.1007/s10212-020-00473-6
Curran, P. J., West, S. G., & Finch, J. F. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological Methods, 1(1), 16–29. https://doi.org/10.1037/1082-989X.1.1.16
Dettmers, S., Trautwein, U., Lüdtke, O., Goetz, T., Frenzel, A. C., & Pekrun, R. (2011). Students’ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes. Contemporary Educational Psychology, 36(1), 25–35. https://doi.org/10.1016/j.cedpsych.2010.10.001
Dewaele, J. M., & Li, C. (2022). Foreign language enjoyment and anxiety: Associations with general and domain-specific English achievement. Chinese Journal of Applied Linguistics, 45(1), 32–48. https://doi.org/10.1515/CJAL-2022-0104
Dunn, K. E., & Rakes, G. C. (2010). Producing caring qualified teachers: An exploration of the influence of pre-service teacher concerns on learner-centeredness. Teaching and Teacher Education, 26(3), 516–521. https://doi.org/10.1016/j.tate.2009.06.013
Engels, M. C., Colpin, H., Van Leeuwen, K., Bijttebier, P., Van Den Noortgate, W., Claes, S., Goossens, L., & Verschueren, K. (2016). Behavioral engagement, peer status, and teacher–student relationships in adolescence: A longitudinal study on reciprocal influences. Journal of Youth and Adolescence, 45(6), 1192–1207. https://doi.org/10.1007/s10964-016-0414-5
Goetz, T., Frenzel, A. C., Pekrun, R., & Hall, N. C. (2006). The domain specificity of academic emotional experiences. Journal of Experimental Education, 75(1), 5–29. https://doi.org/10.3200/JEXE.75.1.5-29
Green, J., Martin, A. J., & Marsh, H. W. (2007). Motivation and engagement in English, mathematics and science high school subjects: Towards an understanding of multidimensional domain specificity. Learning and Individual Differences, 17(3), 269–279. https://doi.org/10.1016/j.lindif.2006.12.003
Hidajat, H. G., Hanurawan, F., Chusniyah, T., & Rahmawati, H. (2020). Why I’m bored in learning? Exploration of students’ academic motivation. International Journal of Instruction, 13(3), 119–136. https://doi.org/10.29333/iji.2020.1339a
Hu, L.-T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling:A Multidisciplinary Journal, 6(1), 1–55.
Jelas, Z. M., Azman, N., Zulnaidi, H., & Ahmad, N. A. (2016). Learning support and academic achievement among Malaysian adolescents: The mediating role of student engagement. Learning Environments Research, 19(2), 221–240. https://doi.org/10.1007/s10984-015-9202-5
Kang, X., & Wu, Y. (2022a). Academic enjoyment , behavioral engagement, self-concept, organizational strategy and achievement in EFL setting: A multiple mediation analysis. PLoS ONE, 17(4), e0267405. https://doi.org/10.1371/journal.pone.0267405
Kang, X., & Wu, Y. (2022b). Investigating the Linkage Between School Psychological Capital and Achievement Emotions in Secondary School Mathematics. Asia-Pacific Education Researcher, 31(6), 739–748. https://doi.org/10.1007/s40299-021-00623-4
Kang, X., Wu, Y., & Li, L. (2021). Validation and prediction of the school psychological capital among Chinese college students. Frontiers in Psychology, 12, 1–11. https://doi.org/10.3389/fpsyg.2021.697703
Karbach, J., Gottschling, J., Spengler, M., Hegewald, K., & Spinath, F. M. (2013). Parental involvement and general cognitive ability as predictors of domain-specific academic achievement in early adolescence. Learning and Instruction, 23(1), 43–51. https://doi.org/10.1016/j.learninstruc.2012.09.004
Kuh, G. D. (2001). Assessing what really matters to student learning. Change: The Magazine of Higher Learning, 33(3), 10–17. https://doi.org/10.1080/00091380109601795
Lakey, B., & Cohen, S. (2000). Social support theory and measurement. In S. Cohen, L. G. Underwood, & B. H. Gottlieb (Eds.), Measuring and intervening in social support (pp. 29–52). Oxford University Press.
Li, Y., & Lerner, R. M. (2013). Interrelations of behavioral, emotional, and cognitive school engagement in high school students. Journal of Youth and Adolescence, 42(1), 20–32. https://doi.org/10.1007/s10964-012-9857-5
Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36(1), 1–3. https://doi.org/10.1016/j.cedpsych.2010.11.004
MacIntyre, P., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193. https://doi.org/10.14746/ssllt.2012.2.2.4
Mercer, S., MacIntyre, P., Gregersen, T., & Talbot, K. (2018). Positive language education: Combining positive education and language education. Theory and Practice of Second Language Acquisition, 4(2), 11–31.
Murphy, S., MacDonald, A., Wang, C. A., & Danaia, L. (2019). Towards an understanding of STEM engagement: A review of the literature on motivation and academic emotions. Canadian Journal of Science, Mathematics and Technology Education, 19(3), 304–320. https://doi.org/10.1007/s42330-019-00054-w
Muthén, L. K., & Muthén, B. (2013). Mplus version 8.3: User’s guide. Muthén & Muthén.
OECD. (2003). The PISA 2003 assessment framework-Mathematics, reading, science and problem solving knowledge and skills. OECD Publishing.
Oriol, X., Amutio, A., Mendoza, M., Da Costa, S., & Miranda, R. (2016). Emotional creativity as predictor of intrinsic motivation and academic engagement in university students: The mediating role of positive emotions. Frontiers in Psychology, 7, 1–9. https://doi.org/10.3389/fpsyg.2016.01243
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36–48. https://doi.org/10.1016/j.cedpsych.2010.10.002
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105. https://doi.org/10.1207/S15326985EP3702_4
Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child Development, 88(5), 1653–1670. https://doi.org/10.1111/cdev.12704
Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–903. https://doi.org/10.1037/0021-9010.88.5.879
Sadoughi, M., & Hejazi, S. Y. (2021). Teacher support and academic engagement among EFL learners: The role of positive academic emotions. Studies in Educational Evaluation, 70, 101060. https://doi.org/10.1016/j.stueduc.2021.101060
Sharp, J. G., Hemmings, B., Kay, R., & Atkin, C. (2018). Academic boredom, approaches to learning and the final-year degree outcomes of undergraduate students. Journal of Further and Higher Education, 42(8), 1055–1077. https://doi.org/10.1080/0309877X.2017.1349883
Shih, S. (2021). Factors related to Taiwanese adolescents’ academic engagement and achievement goal orientations. The Journal of Educational Research, 114(1), 1–12. https://doi.org/10.1080/00220671.2020.1861584
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571–581. https://doi.org/10.1037/0022-0663.85.4.571
Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493–525. https://doi.org/10.1177/0013164408323233
Suldo, S. M., Friedrich, A. A., White, T., Farmer, J., Minch, D., & Michalowski, J. (2009). Teacher support and adolescents’ subjective well-being: A mixed-methods investigation. School Psychology Review, 38(1), 67–85. https://doi.org/10.1080/02796015.2009.12087850
Taber, K. S. (2018). The use of Cronbach’s Alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
Tsang, A., & Dewaele, J. M. (2023). The relationships between yount FL learners’ classrom emotions (anxiety, boredom, & enjoyment), engagement, and EL proficiency. Applied Linguistics Review, Advance online publication. https://doi.org/10.1515/applirev-2022-0077
Wang, Y., Tian, L., & Scott Huebner, E. (2019). Basic psychological needs satisfaction at school, behavioral school engagement, and academic achievement: Longitudinal reciprocal relations among elementary school students. Contemporary Educational Psychology, 56, 130–139. https://doi.org/10.1016/j.cedpsych.2019.01.003
Wen, Q. (2012). Teaching English as an international language in Mainland China. In A. Kirkpatrick & R. Sussex (Eds.), English as an international language in Asia: Implications for language education (pp. 79–93). Springer.
Wong, T. K. Y., Tao, X., & Konishi, C. (2018). Teacher support in learning: Instrumental and appraisal support in relation to math achievement. Issues in Educational Research, 28(1), 202–219.
Wu, Y., & Kang, X. (2023). The relationship between academic boredom and EFL achievement: Examining the mediating role of behavioral engagement. Journal of Language Teaching, 3(2), 1–10. https://doi.org/10.54475/jlt.2023.002
Yang, M. (2015). Trapped in politicization of ethnicity: The dilemma in China’s ethnic minority education. Chinese Education & Society, 48(5), 327–331. https://doi.org/10.1080/10611932.2016.1171115
Yildirim, S. (2012). Teacher support, motivation, learning strategy use, and achievement: A multilevel mediation model. Journal of Experimental Education, 80(2), 150–172. https://doi.org/10.1080/00220973.2011.596855
Zhao, W., Song, Y., Zhao, Q., & Zhang, R. (2019). The effect of teacher support on primary school students’ reading engagement: The mediating role of reading interest and chinese academic self-concept. Educational Psychology, 39(2), 236–253. https://doi.org/10.1080/01443410.2018.1497146
Zhao, Y., & Yang, L. (2022). Examining the relationship between perceived teacher support and students’ academic engagement in foreign language learning: Enjoyment and boredom as mediators. Frontiers in Psychology, 13, 1–15. https://doi.org/10.3389/fpsyg.2022.987554
Unduhan
Diterbitkan
Cara Mengutip
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2023 Yajun Wu, Xia Kang
Artikel ini berlisensiCreative Commons Attribution-ShareAlike 4.0 International License.
