Gong Wenting, Xu Chuang
School of Educational Science, Hunan Normal University, Changsha, China.
School of International Studies, Hunan Institute of Technology, Hengyang, China.
Front Psychol. 2024 Sep 27;15:1452146. doi: 10.3389/fpsyg.2024.1452146. eCollection 2024.
Informed by social support theory and control-value theory, this study investigates the predictive role of teacher support on classroom flow among English as a Foreign Language (EFL) learners and the mediating effect of academic self-efficacy. A survey was conducted among 557 Chinese university EFL learners to gather relevant data. Descriptive statistics indicate that the participants exhibited a moderate level of classroom flow and exhibited significant variations based on gender and grade. Analysis using structural equation modeling revealed that teacher support has a noteworthy, positive predictive impact on EFL learners' classroom flow. Furthermore, academic self-efficacy serves as a partial mediator between teacher support and classroom flow, with instrumental and emotional teacher support showing the strongest indirect effects. Notably, various dimensions of teacher support, aligning with students' psychological needs as outlined by self-determination theory, have unique predictive effects on both classroom flow and academic self-efficacy. Appraisal and informational teacher support have the greatest predictive influence on classroom flow among the teacher support considered. The findings enhance understanding of the dynamics between teacher support, academic self-efficacy, and classroom flow, offering practical implications for creating autonomy-supportive educational environments that can elevate EFL learners' engagement and academic achievements.
本研究以社会支持理论和控制-价值理论为依据，探讨教师支持对外语（EFL）学习者课堂心流体验的预测作用以及学业自我效能感的中介作用。对557名中国大学外语学习者进行了调查以收集相关数据。描述性统计表明，参与者的课堂心流体验处于中等水平，且在性别和年级上存在显著差异。使用结构方程模型的分析表明，教师支持对EFL学习者的课堂心流体验具有显著的正向预测作用。此外，学业自我效能感在教师支持和课堂心流体验之间起部分中介作用，其中教师的工具性支持和情感性支持的间接效应最强。值得注意的是，与自我决定理论所概述的学生心理需求相一致的教师支持的各个维度，对课堂心流体验和学业自我效能感都有独特的预测作用。在所考虑的教师支持中，评价性和信息性教师支持对课堂心流体验的预测影响最大。这些发现增进了对教师支持、学业自我效能感和课堂心流体验之间动态关系的理解，为创建能够提高EFL学习者参与度和学业成绩的自主性支持教育环境提供了实践意义。
