Unveiling the Predictive Effect of Students’ Perceived EFL Teacher Support on Academic Achievement: The Mediating Role of Academic Buoyancy

Xiaoxue Li, Siyu Duan () and Honggang Liu ()
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Xiaoxue Li: School of Foreign Languages, Northeast Normal University, Changchun 130024, China
Siyu Duan: School of Foreign Languages, Northeast Normal University, Changchun 130024, China
Honggang Liu: School of Foreign Languages, Soochow University, Suzhou 215006, China

Sustainability, 2023, vol. 15, issue 13, 1-12

Abstract: Recent studies have shown the crucial role of students’ perceived English as a foreign language (EFL) teacher support in their academic learning within their immediate social environments. Nevertheless, little is known about the intricate links among dimensions of perceived EFL teacher support and academic achievement as well as the mediating function of personalities (e.g., academic buoyancy). To close these gaps, in the current study, a quantitative approach was used to examine the effects of particular dimensions of students’ perceived EFL teacher support (i.e., academic, emotional, and instrumental support) on educational outcomes. The mediating role of academic buoyancy was also investigated. A total of 402 Chinese senior high school students who learn English as a foreign language were invited to complete the questionnaires to evaluate their academic buoyancy and three types of perceived EFL teacher support. The results of structural equation modelling indicate that none of these three dimensions of students’ perceived EFL teacher support could directly predict academic achievement. Students’ perceived EFL teacher support could only indirectly affect educational outcomes via the complete mediation of academic buoyancy. This study provides teachers with tips on fostering students’ personality traits and aiding their academic progress.

Keywords: students’ perceived EFL teacher support; academic achievement; mediation role of academic buoyancy (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2023
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