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ERIC Number: EJ1178550
Record Type: Journal
Publication Date: 2018
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0144-3410
The Association between Teacher-Student Relationship and Academic Achievement in Chinese EFL Context: A Serial Multiple Mediation Model
Ma, Lihong; Du, Xiaofeng; Hau, Kit-Tai; Liu, Jian
Educational Psychology, v38 n5 p687-707 2018
The present study examined the link between teacher-student relationship at the class level and academic achievement via the serial multiple mediation effect of self-efficacy and learning strategy in Chinese EFL context with 11,036 eighth graders. Student-reported measures of teacher-student relationship, English self-efficacy, learning strategy and curriculum-based measures of English achievement were collected in fall 2015. Multilevel mediation model revealed that the positive relationship between teacher-student relationship at the class level and English achievement was partially mediated by self-efficacy, cognitive and metacognitive strategy, and serially mediated by self-efficacy and then learning strategy in Chinese EFL context, controlling for SES and gender. The findings suggest that positive teacher-student relationship can help students to develop English proficiency by fostering their English self-efficacy and use of learning strategy. The results of the present study extend our understanding of influential factors in foreign language learning processes and hold substantive theoretical and practical implications for educational researchers as well as teachers.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A