IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v16y2024i13p5542-d1424926.html
   My bibliography  Save this article

The Relationship between Perceived Teacher Emotional Support, Online Academic Burnout, Academic Self-Efficacy, and Online English Academic Engagement of Chinese EFL Learners

Author

Listed:
  • Li He

    (School of Languages and Communication Studies, Beijing Jiaotong University, Beijing 100044, China)

  • Lei Feng

    (School of Languages and Communication Studies, Beijing Jiaotong University, Beijing 100044, China)

  • Jie Ding

    (Department of Public Foreign Languages, Luoyang Normal University, Luoyang 471934, China)

Abstract

This study explores the impact of college students’ perceived teacher emotional support on English academic engagement in technology-enhanced online learning contexts. It examined whether 450 Chinese students’ perceptions of teacher emotional support were related to students’ English academic engagement and mediated by students’ online academic burnout and academic self-efficacy. All of the sample students were recruited to complete an online questionnaire, and some students and teachers were invited to do a semi-structured interview. SPSS24 and PROCESS3.5 macro were utilized to undertake the descriptive, correlational, and mediation analyses. The findings showed that teachers’ perceived emotional support and student academic efficacy positively affect students’ online English academic engagement. In contrast, online academic burnout negatively affects students’ online English academic engagement. Student academic efficacy partially mediated the effects of perceived teacher emotional support and student academic engagement in online learning contexts. The interviews confirmed the findings, and the influences and roles of teachers’ emotional support were described in terms of teacher and student dimensions in an interview. Directions and further implications for researchers, teachers, and educators are presented at the end of the study.

Suggested Citation

  • Li He & Lei Feng & Jie Ding, 2024. "The Relationship between Perceived Teacher Emotional Support, Online Academic Burnout, Academic Self-Efficacy, and Online English Academic Engagement of Chinese EFL Learners," Sustainability, MDPI, vol. 16(13), pages 1-20, June.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:13:p:5542-:d:1424926
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/16/13/5542/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/16/13/5542/
    Download Restriction: no
    ---><---

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:16:y:2024:i:13:p:5542-:d:1424926. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.