The mediating role of perceived teacher emotional support in EFL students’ social-emotional competence and psychological well-being: a structural equation modelling (SEM) study

心理学 结构方程建模 能力(人力资源) 情绪能力 社会心理学 英语作为外语 发展心理学 数学教育 情商 数学 统计
作者
Yonggang Gao,Gan Lu,Dike Zhang
出处
期刊:Journal of Multilingual and Multicultural Development [Informa]
卷期号:: 1-17 被引量:4
标识
DOI:10.1080/01434632.2023.2260787
摘要

ABSTRACTA bulk of investigations has been done on the impact of teachers' affective support on English as a foreign language (EFL) students' academic performance. However, the role of perceived teacher affective support in shaping learner-related psycho-emotional constructs has rarely been explored in EFL settings. To bridge this gap, this study used a quantitative design to examine if teacher affective support influences/predicts students' social-emotional competence and psychological well-being or not. To this end, 370 Chinese EFL students participated in the survey. The results of structural equation modelling (SEM) analysis and regression revealed that perceived teacher affective support could respectively predict about 60% and 65% of changes in the participants' SEC and PWB. The study also provided a number of implications for EFL teachers and educators regarding the emotional basis of second/foreign language (L2) education and suggested some future research directions.KEYWORDS: EFL teacherEFL learnerperceived teacher emotional supportsocial-emotional competencepsychological well-being Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data used to support the findings of this study are available from the corresponding author upon request.
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