School of Foreign Languages, Xinyang Normal University, Xinyang, China.
Percept Mot Skills. 2024 Oct;131(5):2008-2029. doi: 10.1177/00315125241272672. Epub 2024 Aug 20.
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.
鉴于学生参与度的价值及其对学业表现的影响，确定影响不同教育背景下学生参与度的因素至关重要。为此，我们研究了感知到的教师自主性支持和学校氛围对英语作为外语（EFL）学生学习参与度的贡献。我们对 331 名中国中级英语学习者进行了在线调查。我们通过验证性因素分析（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）来确定这些感兴趣变量之间的相互关系。感知到的教师自主性支持和学校氛围与学生参与度呈显著正相关，其中学校氛围的相关性强于教师自主性支持。这些发现表明，教师自主性支持和积极的学校氛围是 EFL 课堂中学生参与度的重要贡献因素，我们讨论了这些发现对 EFL 教师的实际意义。
