调解
心理学
背景(考古学)
心理弹性
数学教育
社会经济地位
学业成绩
自治
教育学
社会心理学
社会学
人口
法学
古生物学
人口学
生物
社会科学
政治学
作者
Tianxue Cui,Chuang Wang,Yanchao Yang,Yueyang Shao
标识
DOI:10.1177/13621688231166771
摘要
The current study investigated the relationship between students’ perceived teacher–student relationship (SPTSR) and their performance in English via multiple mediation effects of resilience and autonomous learning in the Chinese English as a foreign language (EFL) context. The participants were 15,184 eighth-graders from China. Results of the multilevel mediation model revealed that after controlling for students’ gender, socioeconomic status (SES), and school type, the positive association between SPTSR and students’ academic outcomes in English was partially and serially mediated by the resilience and autonomous learning. The current study sheds new light on the crucial mediating roles of resilience and autonomous learning in improving EFL learners’ English proficiency. We recommend that English language teachers establish a friendly and equal classroom climate, which may enhance students’ resilience to cope with learning setbacks. Such positive beliefs help stimulate students’ autonomy in English language learning, which in turn promotes performance in learning English.
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