Modeling the Contributions of Perceived Teacher Autonomy Support and School Climate to Chinese EFL Students' Learning Engagement.
Percept Mot Skills
; : 315125241272672, 2024 Aug 20.
Article
em En
| MEDLINE
| ID: mdl-39162059
ABSTRACT
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.
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Idioma:
En
Revista:
Percept Mot Skills
Ano de publicação:
2024
Tipo de documento:
Article