Unpacking Chinese EFL Students' Academic Engagement and Psychological Well-Being: The Roles of Language Teachers' Affective Scaffolding

Autor/inn/en	Pan, Ziwen; Wang, Yongliang; Derakhshan, Ali
Titel	Unpacking Chinese EFL Students' Academic Engagement and Psychological Well-Being: The Roles of Language Teachers' Affective Scaffolding
Quelle	In: Journal of Psycholinguistic Research, 52 (2023) 5, S.1799-1819 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Derakhshan, Ali)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-023-09974-z
Schlagwörter	Learner Engagement; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Teaching Methods; Scaffolding (Teaching Technique); Well Being; Psycholinguistics; Teacher Student Relationship; Language Teachers; Affective Behavior; Correlation; Prediction; Emotional Development; Teacher Attitudes; Teacher Surveys; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Well-being; Wellness; Wohlbefinden; Psycholinguistik; Teacher student relationships; Lehrer-Schüler-Beziehung; Language teacher; Sprachunterricht; Affective disturbance; Active behaviour; Affektive Störung; Korrelation; Vorhersage; Gefühlsbildung; Lehrerverhalten
Abstract	Over the past decade, there has appeared a surge of research interest in language learners' academic engagement and psychological well-being as important factors in improving the quality of education. However, research on the roles of English as a foreign language (EFL) teachers' affective scaffolding in enhancing the academic engagement and psychological well-being of their students is relatively scant. Inspired by this gap, the current study aimed to investigate the impact of Chinese EFL teachers' affective scaffolding on their learners' academic engagement and psychological well-being. To this end, a total number of 1968 Chinese EFL learners participated in this questionnaire survey. The results of the study showed that EFL teachers' affective scaffolding positively and significantly predicted students' academic engagement and psychological well-being. More specifically, it was found that teachers' affective scaffolding explained about 73% and 65% of variances in EFL students' academic engagement and psychological well-being. Moreover, it was found that psychological well-being and academic engagement were positively correlated and predicted 56% of each other's variances. In accordance with these findings, educators are recommended to build up a harmonious teacher-student relationship to foster students' psych-emotional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01