The relationship between perceived teacher support and student engagement in Chinese senior high school English classrooms: the mediating role of learning motivation.

ABSTRACT:

Introduction

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.

Methods

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).

Results

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

SUBMITTER: Zhang W 

PROVIDER: S-EPMC11919841 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature