Unveiling the relationship between students' perceived teacher support and student engagement in EFL learning: the mediating role of self-efficacy.

ABSTRACT:

Background

Student engagement (SEN) is pivotal for meaningful learning, yet the factors influencing engagement in EFL settings remain insufficiently understood. This study examines the roles of students' perceived teacher support (SPTS) and self-efficacy (SEF) in shaping engagement among Chinese EFL learners.

Methods

A total of 2263 participants were surveyed using a quantitative approach. Structural equation modeling (SEM) was applied using SPSS 23.0 and AMOS 26.0 to examine the relationships among students' perceived teacher support, self-efficacy, and student engagement.

Results

The results revealed that students' perceived teacher support positively predicted both self-efficacy and student engagement. Additionally, self-efficacy was found to not only directly infl

SUBMITTER: Liang J 

PROVIDER: S-EPMC12797349 | biostudies-literature | 2025 Dec

REPOSITORIES: biostudies-literature