Autonomy support, peer relations, and teacher-student interactions: implications for psychological well-being in language learning.

ABSTRACT:

Introduction

This research explores the intricate interplay among teacher-student relationships, perceived autonomy support, peer relationships, and their collective impact on the psychological well-being of 387 university students enrolled in French language courses across diverse academic institutions in China.

Methods

Employing Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM), this study aims to establish the validity and robustness of the proposed model. Data collection involved online surveys utilizing Likert scales and standardized measures to assess variables concerning educational relationships and psychological well-being.

Results

The findings reveal significant associations between teacher-student relationships, autonomy support, pos

SUBMITTER: Wu D 

PROVIDER: S-EPMC11412206 | biostudies-literature | 2024

REPOSITORIES: biostudies-literature