Zhang Wenxing, Hu Jiayue
School of Foreign Languages, Jiangxi Science and Technology Normal University, Jiangxi, China.
Front Psychol. 2025 Mar 5;16:1563682. doi: 10.3389/fpsyg.2025.1563682. eCollection 2025.
In the current educational context, student engagement serves as a key indicator of both teaching quality and overall educational effectiveness in senior high school education.
This study employed structural equation modeling to analyze the self-report questionnaire data from 314 Chinese senior high school students, aiming to examine the relationship between perceived teacher support and student engagement in English classrooms as well as the mediating role of learning motivation (intrinsic motivation and extrinsic motivation).
The results indicate that perceived teacher support, learning motivation, and student engagement in English learning are generally moderate to high. There is a positive correlation between teacher support, learning motivation, and student engagement. Teacher support significantly predicts student engagement yet learning motivation plays a mediating role in this relationship, with intrinsic motivation having a greater mediating effect than extrinsic motivation.
These findings provide valuable insights into how teacher support influences student motivation and engagement, offering practical strategies for improving instructional approaches in senior high school English education.
在当前的教育背景下，学生参与度是高中教育教学质量和整体教育成效的关键指标。
本研究采用结构方程模型分析了314名中国高中生的自陈式问卷数据，旨在探究英语课堂中感知到的教师支持与学生参与度之间的关系，以及学习动机（内在动机和外在动机）的中介作用。
结果表明，英语学习中感知到的教师支持、学习动机和学生参与度总体处于中等偏高水平。教师支持、学习动机和学生参与度之间存在正相关。教师支持显著预测学生参与度，然而学习动机在这种关系中起中介作用，内在动机的中介作用大于外在动机。
这些发现为教师支持如何影响学生动机和参与度提供了有价值的见解，为改进高中英语教育的教学方法提供了实用策略。
