感知到的教师自主支持和学校氛围对中国 EFL 学生学习参与度的贡献建模。

IF 1.4 4区 心理学 Q4 PSYCHOLOGY, EXPERIMENTAL Perceptual and Motor Skills Pub Date : 2024-10-01 Epub Date: 2024-08-20 DOI:10.1177/00315125241272672
Mengzhong Wang
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引用次数: 0

摘要

鉴于学生参与的价值及其对学习成绩的影响,确定在不同教育背景下影响学生参与的因素至关重要。为此,我们研究了感知到的教师自主支持和学校氛围对英语作为外语(EFL)学生学习投入度的贡献。我们对 331 名中国中级英语学习者进行了在线调查。我们通过确认性因素分析(CFA)证实了测量这三个潜在变量的调查量表的有效性,并采用结构方程建模(SEM)确定了这些变量之间的相互关系。感知到的教师自主支持和学校氛围都与学生参与度呈显著正相关,其中学校氛围比教师自主支持的相关性更强。这些研究结果表明,教师的自主支持和积极的学校氛围是促进学生参与英语课堂教学的重要因素,我们还讨论了这些发现对英语教师的实际意义。
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Modeling the Contributions of Perceived Teacher Autonomy Support and School Climate to Chinese EFL Students' Learning Engagement.

Given the value of student engagement and its impact on academic performance, it is critical to identify factors that influence student engagement in different educational contexts. To do so, we examined the contributions of perceived teacher autonomy support and school climate in English as a foreign language (EFL) students' learning engagement. We conducted online surveys of 331 Chinese intermediate English learners. We substantiated the validity of the survey scales for measuring these three latent variables through confirmatory factor analyses (CFA), and we employed structural equation modeling (SEM) to identify interrelationships in these variables of interest. Both perceived teacher autonomy support and school climate were significantly and positively related to student engagement, with school climate more strongly correlated than teacher autonomy support. These findings suggest that teacher autonomy support and a positive school climate are important contributors to student engagement in EFL classrooms, and we discussed practical implications of these discoveries for EFL teachers.

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来源期刊
Perceptual and Motor Skills
Perceptual and Motor Skills PSYCHOLOGY, EXPERIMENTAL-
CiteScore
2.90
自引率
6.20%
发文量
110
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