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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...

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Autores principales: Sun, Yuchao, Shi, Wenshu
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8960135/
https://www.ncbi.nlm.nih.gov/pubmed/35360642
http://dx.doi.org/10.3389/fpsyg.2022.856430
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author Sun, Yuchao
Shi, Wenshu
author_facet Sun, Yuchao
Shi, Wenshu
author_sort Sun, Yuchao
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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.
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spelling pubmed-89601352022-03-30 On the Role of Teacher–Student Rapport and Teacher Support as Predictors of Chinese EFL Students’ Affective Learning Sun, Yuchao Shi, Wenshu Front Psychol Psychology 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. Frontiers Media S.A. 2022-03-10 /pmc/articles/PMC8960135/ /pubmed/35360642 http://dx.doi.org/10.3389/fpsyg.2022.856430 Text en Copyright © 2022 Sun and Shi. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Sun, Yuchao
Shi, Wenshu
On the Role of Teacher–Student Rapport and Teacher Support as Predictors of Chinese EFL Students’ Affective Learning
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 Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8960135/
https://www.ncbi.nlm.nih.gov/pubmed/35360642
http://dx.doi.org/10.3389/fpsyg.2022.856430
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