Teacher-student relationships as a pathway to sustainable learning: Psychological insights on motivation and self-efficacy

Abstract

The purpose of this study is to examine the impact of teacher-student developmental relationships on student academic motivation with a focus on English language learning among Chinese college students. Grounded in a psycho-pedagogical approach, the study explores how supportive relationships and instructional practices contribute to sustainable educational outcomes by enhancing student motivation and self-efficacy. A total of 387 self-administered questionnaires were used in the study to establish the relationship between these factors and their effect on student academic motivation. Data-driven results show that positive teacher-student developmental relationships, good instructional support, and high student self-efficacy, positively influence student academic motivation. Furthermore, instrumental value for the subject moderates these relationships, highlighting the importance of perceived practical value in motivating students. This research contributes to theory by combining attachment theory with motivational constructs to provide a better understanding of the factors that influence the engagement and persistence of students. The findings bear implications for educators, which could be used to foster close relationships with students, offer useful instructional support, and stress the applicability of course material. The findings bear implications for educators and policymakers aiming to create more inclusive, supportive, and sustainability-driven learning environments.