Teacher support and academic engagement among EFL learners: The role of positive academic emotions

Sadoughi, Majid; Hejazi, S. Yahya

doi:10.1016/j.stueduc.2021.101060

Cited by 119 publications

(70 citation statements)

References 74 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As the last dimension, involvement includes compassion, warmth, devotion of facilities, and understanding the student (Lei et al, 2018). As previous inquiries demonstrated, teacher support is associated with students' academic engagement (Sadoughi and Hejazi, 2021), academic motivation (Pitzer and Skinner, 2017), academic emotions (Lei et al, 2018), and affective learning (Federici and Skaalvik, 2014). As an instance, Federici and Skaalvik (2014) scrutinized the association of instrumental and emotional teacher support with student affective learning.…”

Section: Teacher Supportmentioning

confidence: 95%

“…The participants’ answers demonstrated that both instrumental and emotional teacher support can significantly promote student affective learning. In a similar vein, Sadoughi and Hejazi (2021) have delved into the role teacher support in Iranian EFL students’ level of engagement. In doing so, the questionnaires of academic engagement and teacher support were distributed among 450 Iranian English language learners.…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

On the Role of Teacher–Student Rapport and Teacher Support as Predictors of Chinese EFL Students’ Affective Learning

Sun

Shi

2022

Front. Psychol.

View full text Add to dashboard Cite

Students’ affective learning is critical for their academic success; therefore, considerable attention has been devoted to the role of various student-related and teacher-related factors as predictors of student affective learning. Notwithstanding, the impact of two important teacher-related factors, namely teacher–student rapport and teacher support, has not been adequately researched. To address this gap, the present study sought to explore the role of teacher support and teacher–student rapport in Chinese English as a foreign language (EFL) students’ affective learning. To do so, three valid inventories of the variables were administered to 497 Chinese EFL students. Performing correlational analyses, favorable associations were found between teacher–student rapport, teacher support, and student affective learning. The predictive power of teacher support and teacher–student rapport was assessed using structural equation modeling (SEM). Chinese EFL students’ affective learning was shown to be largely influenced by teacher–student rapport and teacher support. The pedagogical implications and future directions are also discussed.

show abstract

Section: Teacher Supportmentioning

confidence: 95%

Section: Literature Reviewmentioning

confidence: 99%

On the Role of Teacher–Student Rapport and Teacher Support as Predictors of Chinese EFL Students’ Affective Learning

Sun

Shi

2022

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…FLE scale, which was initially introduced by Dewaele and MacIntyre (2014) , has remained the most approved for measuring FLE. In order to balance research literature that has examined the role of negative emotions, language anxiety in particular, researchers have taken into consideration the role of positive emotions ( Sadoughi and Hejazi, 2021 ). According to Cao (2014) , both negative and positive emotions are dominant individual variables that influence classroom interactions.…”

Section: Literature Reviewmentioning

confidence: 99%

Foreign Language Enjoyment and Anxiety as the Correlates of the Ideal L2 Self in the English as a Foreign Language Context

Fathi

Mohammaddokht

2021

Front. Psychol.

View full text Add to dashboard Cite

Learners’ emotions in learning a foreign language are claimed to shape complicated dynamic associations contributing to their motivational and linguistic outcomes, as evidenced by recent research in this area. In order to advance this research area, this study sought to investigate the foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) as the predictors of ideal L2 self in Iranian English as a Foreign Language (EFL) context. The total number of 195 English-major students from various universities completed an online survey containing the three scales in question. The measurement models were first verified using confirmatory factor analysis (CFA). Then, the structural model for the relations among the variables was tested employing structural equation modeling (SEM). The SEM results showed that although FLE and FLCA significantly predicted ideal L2 self, FLE was a stronger predictor of ideal L2 self than FLCA. This study provides significant pedagogical implications for EFL practitioners.

show abstract

“…Engaged students feel energized, passionate about their studies, and involved in their academic life (Carmona-Halty et al, 2021 ). Empirical evidence has shown that engaged university students performed better (Bakker et al 2015 ; Martínez et al, 2019 ; Sadoughi & Hejazi 2021 ; Slåtten et al 2021 ; Vizoso et al 2018 ). This pattern of outcomes was also obtained using experimental designs, where a positive relationship was found between engagement and academic performance (Salanova et al, 2003 ).…”

Section: Introductionmentioning

confidence: 99%

The relationship between students’ psychological security level, academic engagement and performance variables in the digital educational environment

et al. 2022

View full text Add to dashboard Cite

In connection with the situation with COVID-19 almost all universities in the world were transferred to e-learning format, therefore new factors started to influence academic engagement and performance. Psychological security is one of these factors. Many researches have studied the importance of psychological security level among students, some of them proposed the methodology of assessing the indicator. Nevertheless, there are few studies that demonstrate the relationship between psychological security level of students and their academic engagement and performance. The aim of the current study is to close this scientific gap. For the assessment the Trustworthiness Factors survey, Academic Engagement Scale and academic performance results were used. A total of 351 students aged between 19 and 21 (M = 19.57, SD = 0.59), mainly female (57%), were integrated in the sample. Online surveys were conducted to reveal the level of students’ psychological security, their academic engagement and performance in the process of e-learning and analyze the associations between these variables. The female students analyzed showed higher levels of psychological security, and especially in the communication of own ideas in webinar rooms. The same tendency was found in the levels of academic engagement and performance. The findings obtained by using the linear regression analysis technique indicated that psychological security predicted academic performance positively. In contrast to earlier studies, student safety is considered not only as an aspect of personal data security, but more as a psychological one. It was possible to conclude that the influence of psychological security on students’ engagement and academic performance is particularly visible in the online educational environment.

show abstract

Teacher support and academic engagement among EFL learners: The role of positive academic emotions

Cited by 119 publications

References 74 publications

On the Role of Teacher–Student Rapport and Teacher Support as Predictors of Chinese EFL Students’ Affective Learning

On the Role of Teacher–Student Rapport and Teacher Support as Predictors of Chinese EFL Students’ Affective Learning

Foreign Language Enjoyment and Anxiety as the Correlates of the Ideal L2 Self in the English as a Foreign Language Context

The relationship between students’ psychological security level, academic engagement and performance variables in the digital educational environment

Contact Info

Product

Resources

About