Foreign Language Department, Guangzhou Huashang College, Guangzhou 510000, China; Center for Foreign Linguistics and Applied Linguistics, Guangdong University of Foreign Studies, Guangzhou 510000, China.
Foreign Language Department, Guangzhou Huashang College, Guangzhou 510000, China.
Acta Psychol (Amst). 2024 Oct;250:104504. doi: 10.1016/j.actpsy.2024.104504. Epub 2024 Sep 28.
Learning engagement is acknowledged as a vital proxy for evaluating the quality of online education, and teachers' emotional support, as an essential component of social support within the educational environment, positively influences learners' online learning engagement. The present study draws on Person-environment Interaction Model and Broaden-and-Build Theory to investigate the effect of teachers' emotional support on online learning engagement for English as a Foreign Language (EFL) learners and the mediating roles of academic emotions, specifically enjoyment and boredom. A questionnaire survey was conducted among 411 Chinese college EFL learners who were selected through convenience sampling. The results revealed that teachers' emotional support was not a direct predictor of online learning engagement but indirectly affected it through the mediating role of enjoyment and the serial mediating roles of both enjoyment and boredom. Additionally, the mediating effect of enjoyment was much stronger than the chain mediating effect of enjoyment and boredom. Teachers should pay more attention to facilitating learners' enjoyment and relieving their boredom, which would enhance the positive impact of teachers' emotional support on online learning engagement. These results have some pedagogical implications for improving students' online English learning engagement and enhancing the quality of sustainable online education.
学习投入被认为是评估在线教育质量的重要指标，而教师的情感支持作为教育环境中社会支持的重要组成部分，积极影响着学习者的在线学习投入。本研究基于人-环境交互模型和拓展-建构理论，探讨了教师情感支持对中国大学生英语作为外语（EFL）学习者在线学习投入的影响，以及学业情绪（具体为愉悦感和厌倦感）的中介作用。通过方便抽样，对 411 名中国大学生 EFL 学习者进行了问卷调查。结果表明，教师情感支持不是在线学习投入的直接预测因素，而是通过愉悦感的中介作用以及愉悦感和厌倦感的序列中介作用间接影响在线学习投入。此外，愉悦感的中介作用比愉悦感和厌倦感的链式中介作用更强。教师应该更加关注促进学习者的愉悦感和减轻他们的厌倦感，这将增强教师情感支持对在线学习投入的积极影响。这些结果对于提高学生在线英语学习投入和提高可持续在线教育质量具有一定的教学启示。
