Sun Yuchao, Shi Wenshu
School of Foreign Studies, China University of Petroleum (East China), Qingdao, China.
College of Foreign Languages, Qingdao Binhai University, Qingdao, China.
Front Psychol. 2022 Mar 10;13:856430. doi: 10.3389/fpsyg.2022.856430. eCollection 2022.
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.
学生的情感学习对其学业成功至关重要；因此，人们相当关注各种与学生相关和与教师相关的因素作为学生情感学习预测指标的作用。尽管如此，两个重要的与教师相关的因素，即师生关系和教师支持的影响尚未得到充分研究。为了填补这一空白，本研究旨在探讨教师支持和师生关系在以英语作为外语（EFL）学习的中国学生情感学习中的作用。为此，对497名中国EFL学生进行了三种有效的变量量表测试。通过进行相关分析，发现师生关系、教师支持和学生情感学习之间存在良好的关联。使用结构方程模型（SEM）评估了教师支持和师生关系的预测能力。结果表明，中国EFL学生的情感学习在很大程度上受到师生关系和教师支持的影响。文中还讨论了教学启示和未来方向。
