On the Role of Teacher–Student Rapport and Teacher Support as Predictors of Chinese EFL Students’ Affective Learning
Students’ affective learning is critical for their academic success; therefore, considerable attention has been devoted to the role of various student-related and teacher-related factors as predictors of student affective learning. Notwithstanding, the impact of two important teacher-related factors...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2022-03-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.856430/full |
| _version_ | 1818138354465636352 |
|---|---|
| author | Yuchao Sun Wenshu Shi |
| author_facet | Yuchao Sun Wenshu Shi |
| author_sort | Yuchao Sun |
| collection | DOAJ |
| description | Students’ affective learning is critical for their academic success; therefore, considerable attention has been devoted to the role of various student-related and teacher-related factors as predictors of student affective learning. Notwithstanding, the impact of two important teacher-related factors, namely teacher–student rapport and teacher support, has not been adequately researched. To address this gap, the present study sought to explore the role of teacher support and teacher–student rapport in Chinese English as a foreign language (EFL) students’ affective learning. To do so, three valid inventories of the variables were administered to 497 Chinese EFL students. Performing correlational analyses, favorable associations were found between teacher–student rapport, teacher support, and student affective learning. The predictive power of teacher support and teacher–student rapport was assessed using structural equation modeling (SEM). Chinese EFL students’ affective learning was shown to be largely influenced by teacher–student rapport and teacher support. The pedagogical implications and future directions are also discussed. |
| first_indexed | 2024-12-11T10:10:52Z |
| format | Article |
| id | doaj.art-2f7f1d99844a4503a553642d03429dbc |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-11T10:10:52Z |
| publishDate | 2022-03-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-2f7f1d99844a4503a553642d03429dbc2022-12-22T01:11:45ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-03-011310.3389/fpsyg.2022.856430856430On the Role of Teacher–Student Rapport and Teacher Support as Predictors of Chinese EFL Students’ Affective LearningYuchao Sun0Wenshu Shi1School of Foreign Studies, China University of Petroleum (East China), Qingdao, ChinaCollege of Foreign Languages, Qingdao Binhai University, Qingdao, ChinaStudents’ affective learning is critical for their academic success; therefore, considerable attention has been devoted to the role of various student-related and teacher-related factors as predictors of student affective learning. Notwithstanding, the impact of two important teacher-related factors, namely teacher–student rapport and teacher support, has not been adequately researched. To address this gap, the present study sought to explore the role of teacher support and teacher–student rapport in Chinese English as a foreign language (EFL) students’ affective learning. To do so, three valid inventories of the variables were administered to 497 Chinese EFL students. Performing correlational analyses, favorable associations were found between teacher–student rapport, teacher support, and student affective learning. The predictive power of teacher support and teacher–student rapport was assessed using structural equation modeling (SEM). Chinese EFL students’ affective learning was shown to be largely influenced by teacher–student rapport and teacher support. The pedagogical implications and future directions are also discussed.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.856430/fullstudent affective learningteacher–student rapportChinese EFL studentsteacher supportstructural equation modeling |
| spellingShingle | Yuchao Sun Wenshu Shi On the Role of Teacher–Student Rapport and Teacher Support as Predictors of Chinese EFL Students’ Affective Learning Frontiers in Psychology student affective learning teacher–student rapport Chinese EFL students teacher support structural equation modeling |
| title | On the Role of Teacher–Student Rapport and Teacher Support as Predictors of Chinese EFL Students’ Affective Learning |
| title_full | On the Role of Teacher–Student Rapport and Teacher Support as Predictors of Chinese EFL Students’ Affective Learning |
| title_fullStr | On the Role of Teacher–Student Rapport and Teacher Support as Predictors of Chinese EFL Students’ Affective Learning |
| title_full_unstemmed | On the Role of Teacher–Student Rapport and Teacher Support as Predictors of Chinese EFL Students’ Affective Learning |
| title_short | On the Role of Teacher–Student Rapport and Teacher Support as Predictors of Chinese EFL Students’ Affective Learning |
| title_sort | on the role of teacher student rapport and teacher support as predictors of chinese efl students affective learning |
| topic | student affective learning teacher–student rapport Chinese EFL students teacher support structural equation modeling |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.856430/full |
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