Li Haoting
Marxist Institute, Ningbo University, Ningbo, China.
Front Psychol. 2023 May 22;14:1177223. doi: 10.3389/fpsyg.2023.1177223. eCollection 2023.
This study aimed to investigate the relationships between perceived teacher-student relationship, growth mindset, student engagement, and foreign language enjoyment (FLE) among Chinese English learners.
A total of 413 Chinese EFL learners participated in the study and completed self-report measures for perceived teacher-student relationship, growth mindset, student engagement in foreign language learning, and FLE. Confirmatory factor analysis was employed to assess the validity of the scales. Structural equation modeling was used to test the hypothesized model.
The partial mediation model demonstrated the best fit to the data. The results indicated that perceived teacher-student relationship had a direct impact on student engagement. FLE directly influenced student engagement, while growth mindset indirectly affected student engagement through the mediation of FLE.
The findings suggest that fostering positive teacher-student relationships and promoting a growth mindset can enhance FLE, leading to increased levels of student engagement. These results emphasize the importance of considering both the interpersonal dynamics between teachers and students and the role of mindset in foreign language learning.
本研究旨在调查中国英语学习者所感知的师生关系、成长型思维模式、学生参与度和外语学习乐趣（FLE）之间的关系。
共有413名中国英语学习者参与了本研究，并完成了关于所感知的师生关系、成长型思维模式、学生在外语学习中的参与度以及外语学习乐趣的自我报告测量。采用验证性因素分析来评估量表的有效性。使用结构方程模型来检验假设模型。
部分中介模型对数据的拟合效果最佳。结果表明，所感知的师生关系对学生参与度有直接影响。外语学习乐趣直接影响学生参与度，而成长型思维模式则通过外语学习乐趣的中介间接影响学生参与度。
研究结果表明，培养积极的师生关系和促进成长型思维模式可以增强外语学习乐趣，从而提高学生的参与度。这些结果强调了在考虑师生之间的人际动态关系以及思维模式在外语学习中的作用方面的重要性。
