Teacher support as predictors of Chinese EFL learners' classroom flow: the mediating role of academic self-efficacy.

ABSTRACT: 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 su

SUBMITTER: Gong W 

PROVIDER: S-EPMC11466759 | biostudies-literature | 2024

REPOSITORIES: biostudies-literature