Teacher Emotional Support Research Articles

The influence of teacher emotional support in feedback on feedback literacy: multiple mediation effect

The influence of teacher emotional support in feedback on feedback literacy: multiple mediation effect

Examining the educational connection and psychological wellness of Chinese EFL students: The functions of productive scaffolding provided by language teachers

The core element of successful language acquisition lies in the active participation of students. When exploring factors that enhance the academic performance of English as a Foreign Language (EFL) students, teacher emotional support has always been a focal point of academic research. With the application of positive psychology, researchers are increasingly focusing on emotions, especially positive emotions, as a central role in the Second Language Acquisition (SLA) field. Over the past decade, researchers have particularly focused on the academic engagement and psychological well-being of language learners, considering them as key factors in improving educational quality. However, specific data on how EFL teachers can enhance students’ psychosocial health and academic engagement through emotional support is still insufficient. Therefore, this study used a questionnaire survey to deeply analyze the data of 1968 Chinese EFL students. Specifically, the research results show that the emotional support provided by teachers can explain up to about 74% and 63% of the differences in EFL students’ educational engagement and mental health, respectively. At the same time, this study also constructed a Structural Equation Modeling (SEM) model, concluding that the CMIN/DF ratio is less than 4. In addition, the research results further reveal the potential important mediating role of Chinese English teachers’ self-efficacy in their resilience, emotional management skills, and mental health. In summary, these findings highlight the importance of establishing positive teacher-student relationships to promote the comprehensive psychological development of students.

Toward promoting resilience of gender and sexually diverse youth in South African rural school ecologies

IntroductionGender and sexually diverse youth in schools experience exclusion, which detrimentally affects their ability to cope with the consequences of minority stress and may lead to absenteeism or dropout. The purpose of the study is to highlight a pressing need for inclusive policies and practices to aid in enabling LGBTQ+ learners in schools.MethodsThis paper explores how multiple systems intersect to promote a sense of inclusion and engagement within the school environment and impact the resilience of LGBTQ+ youth in a rural school setting. This paper presents findings from a qualitative interpretive phenomenological study with twelve purposively selected self-identifying LGBTQ+ youth residing in a rural South African community. Data was gathered through semi-structured interviews.ResultsThis study shows the significance of teacher emotional support, addressing homophobic bullying, moving away from gender-based uniform prescriptions and designating some school bathrooms as gender-neutral to LGBTQ+ learners' resilience.ConclusionThe findings of this study demonstrate how certain schools in rural settings employ innovative methods to support LGBTQ+ learners despite limited resources and the absence of comprehensive, inclusive policies on gender and sexually diverse learners. The findings have implications for LGBTQ+ learners in rural community schools worldwide. Future longitudinal studies could focus on how school ecologies inclusive of teachers, parents and the wider community can foster the resilience of LGBTQ+ learners, particularly in rural community contexts.

The Impact of Teacher Emotional Support on Students' Academic Achievement: An Empirical Study from an Educational Psychology Perspective

This study investigates the impact of teacher emotional support on students' academic achievement, using an educational psychology framework. Drawing on empirical data from a sample of middle school students, the research examines how varying levels of emotional support from teachers affect student performance. The findings indicate that teacher emotional support significantly enhances students' academic outcomes by creating a supportive learning environment, improving motivation, and reducing stress. This study highlights the importance of emotional factors in education and provides practical implications for educators to enhance student achievement through emotional support.

The influence of teacher emotional support on language learners’ basic psychological needs, emotions, and emotional engagement: Treatment-based evidence

This study assessed the influence of a 10-week teacher emotionally supportive quasi-experimental intervention on the perceived teacher emotional support (PTES), basic psychological needs (BPNs) satisfaction, emotions of anxiety and enjoyment, and emotional engagement of learners of English as a foreign language (EFL). Strategies targeting the three dimensions of TES, that is, positive climate, teacher sensitivity, and regard for students’ perspectives, were deployed exclusively in an experimental group (N = 63), which was compared to a control group (N = 58) in which a more typical teaching approach was followed. Classroom observations and questionnaires were used to capture three time points of changes in learner behaviors. The results of multivariate analyses revealed significant positive changes over time in students’ self-reported PTES behaviors, BPNs satisfaction, emotions, emotional engagement and observed behaviors solely in the experimental condition. Learner BPNs satisfaction showed the largest group differences by mid-term treatment. With the continuous deployment of the treatment, the between-group differences peaked toward the end of the experiment for all learner behaviors. The largest variance at this stage was in learner PTES. These experimentally driven findings provide compelling evidence for the advantages of TES pedagogical interventions for second language learners.

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

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.

Developmental trajectories of second language learner classroom engagement: Do students’ task value beliefs and teacher emotional support matter?

Engaging students in the second language (L2) classroom is important, but sustaining and promoting L2 learner classroom engagement over time is even more crucial for the long-term acquisition of the target language. This study contributes to the L2 engagement literature by tracking L2 learner classroom engagement over the course of a semester and identifying personal and contextual factors that sustained their long-term engagement. Questionnaire data were collected over three time points during a semester from 389 EFL learners enrolled in a Bachelor of Arts in English language program at a university in Vietnam. Results of latent growth curve modeling showed that the participants displayed both intraindividual growth and interindividual differences in the rate of growth in their classroom engagement over the semester. These interindividual differences in engagement growth were attributable mainly to the interest value that they attached to learning English in the respective classroom and the extent to which they perceived their teachers to be responsive to their emotions and learning difficulties. The findings are discussed in light of engagement and motivation theories in both educational psychology and psychology of second language learning and teaching. Implications are also offered to inform relevant classroom-based practices to enhance students’ long-term engagement in the L2 classroom.

Teacher Emotional Support Facilitates Academic Engagement Through Positive Academic Emotions and Mastery-Approach Goals Among College Students

Previous research has indicated that students’ academic engagement is related to their emotional support from teachers. However, there is scarce evidence on how teacher emotional support relates to students’ academic engagement. Given the potential role of positive academic emotions in learning, this study investigated the mediating role of students’ positive academic emotions in the relationship between teacher emotional support and academic engagement among Chinese college students. Additionally, this study examined how mastery-approach goals moderated positive academic emotions. A survey instrument containing teacher emotional support, positive academic emotions, mastery-approach goals, and academic engagement was administered to 464 Chinese college students. The results demonstrated that students’ emotional support from their teachers positively influenced their academic engagement. Positive academic emotions mediated the relationship between teacher emotional support and students’ academic engagement. Furthermore, the mastery-approach goals moderated the mediating role of positive academic emotions. Finally, the implications for teachers in teaching for practice and the application prospects are discussed.

TEACHER EMOTIONAL SUPPORT AND PARENTAL EXPECTATION AS PREDICTORS OF STUDENTS’ ATTITUDES TOWARD LEARNING MATHEMATICS

This quantitative research, which employed descriptive and correlational designs, aimed to determine whether teacher emotional support and parental expectation predict students attitudes toward learning mathematics. Using the simple random sampling technique, there were 351 Grade 7 students selected as respondents from four public secondary schools in Tagum City Division during the school year 2022-2023. This study used three adapted survey questionnaires to determine the level of teacher emotional support, parental expectation and students attitudes toward learning mathematics. Data were treated using the Mean, Pearson-r, and multiple regression analysis. Findings suggested that teacher emotional support is always manifested, parental expectation is very evident and students attitudes toward learning mathematics is well observed. Moreover, there is significant relationship between teacher emotional support and students attitudes toward learning mathematics. Additionally, there is significant relationship between parental expectation and students attitudes toward learning mathematics. Further, teacher emotional support does not significantly predict students attitudes toward learning mathematics however, parental expectation significantly predicts students attitudes toward learning mathematics. The study implies that factors beyond teacher emotional support and parental expectation may play a significant role in shaping students attitudes toward learning mathematics. KEYWORDS: mathematics education, teacher emotional support, parental expectation, attitudes toward learning, grade 7 students, descriptive and correlational research, regression analysis; Tagum City, Davao del Norte, Philippines

The Relation Between Classroom Adversity and Students’ Problem Behavior as a Function of Teachers’ Emotional Support

The purpose of this study was to examine the relation between teachers’ reports of classroom adversity, a measure of classroom hardship, and student problem behavior in a sample of students with or at risk of emotional/behavioral disorders. We also examined the extent to which this relation varied as a function of multiple domains of classroom quality. A series of multiple regression models, adjusting for the nesting of students within classrooms, were conducted. Models revealed a significant effect of the interaction between classroom adversity and classroom emotional support on teachers’ reports of student problem behaviors. This effect indicated that in low-adversity classrooms, teachers differed in their reports of students’ problem behaviors depending on their level of emotional support. In high-adversity classrooms, however, teachers’ reports of students’ problem behaviors were relatively similar regardless of their level of emotional support. Findings suggest classroom adversity is likely an important contextual factor to consider when examining student outcomes and that teacher emotional support may mitigate the influence of classroom adversity. We conclude with a discussion of the implications of this work for research and practice.

Impact of Bullying Victimization on Chinese College Students' Suicidal Tendency: The Moderating Effect of Teachers' Emotional Support and Family Support.

To explore the influence of bully victims on the suicidal tendencies of college students, and the moderating role of teacher emotional support and family support in the relationship between bully victims and college students' suicidal tendencies, in order to provide a reference for the effective intervention of college students' suicide behavior. Based on a survey of 15,560 college students. Multiple stepwise regression and Interaction analysis explore the impact of the bully victimization on college students' suicidal tendencies and the moderating role of family support and teacher emotional support in the relationship between the bully victim and college students' suicidal tendencies. This study found that the Suicidal Tendencies score of college students was 19.79 points, indicating that some college students have a risk of suicidal tendencies; secondly, verbal bullying (β = 0.084, P <0.001), physical bullying (β = 0.222, P <0.001) and social relationship bullying (β = 0.122, P <0.001) have a positive and significant impact on the suicidal tendencies of college students; in addition, family support and teacher emotional support have a significant regulatory effect on the bully victim and college students Suicidal Tendencies and family support. The regulating effect was significantly higher than that of teacher emotional support. Chinese college students have the risk of suicidal tendencies; peer bullying victimization is an important reason for affecting college students' suicidal tendencies, teacher emotional support is a protective factor for bully victims to affect college students' suicidal tendencies, and family support has a significant moderating effect on the bully victim and college students' suicidal tendencies. Therefore, it is necessary to actively adopt home-school linkage and home-school communication to reduce campus violence and increase the psychological resilience of college students.

The relationship between self-handicapping in chemistry and chemistry academic engagement: a moderated mediation model investigation

Chemistry academic engagement has received considerable attention for its role in enhancing students’ learning and overall development. As a significant factor influencing students’ chemistry improvement, research on chemistry academic engagement has emerged as a focal point. However, the methods to improve students’ chemistry academic engagement remain limited until now. Therefore, this study aims to investigate the mechanisms of chemistry academic engagement, self-handicapping, chemistry academic buoyancy and teacher support, and offer suggestions to improve students’ academic engagement. We assumed a moderated mediation model and evaluated all variables for twelve different schools in China (N = 3344, Grade 10), then analyzed the data with structural equation models (SEM). The results suggested that (1) self-handicapping in chemistry negatively predicted chemistry academic engagement; (2) chemistry academic buoyancy moderated the relationship between chemistry academic engagement and self-handicapping to a certain extent, and this indirect effect was significant irrespective of teacher support levels; (3) instrumental support moderated the mediating process in the academic buoyancy to academic engagement pathway; (4) teacher emotional support moderated the direct and indirect pathways of the mediating process from self-handicapping in chemistry to chemistry academic engagement. Finally, we analyzed the results of this research, highlighted its educational significance, recognized the limitations and made recommendations for further research.

Associations between perceived teacher emotional support and externalizing problem behaviors among Chinese rural adolescent

Associations between perceived teacher emotional support and externalizing problem behaviors among Chinese rural adolescent

The mediating effect of self-efficacy between teacher emotional support and interaction engagement in EFL learning

ABSTRACT Interaction engagement is a critical yet under-explored aspect of learning engagement. Although some researchers have touched upon interaction engagement in English as a Foreign Language (EFL) contexts, few studies have discussed the influencing mechanism on it. Taking 352 Chinese college students as subjects, this study examined the relationship among EFL learners’ perceived teacher emotional support, self-efficacy, and interaction engagement. It revealed that EFL learners’ perceived teacher emotional support and self-efficacy predict interaction engagement. Besides, self-efficacy plays a mediating role between EFL learners’ perceived teacher emotional support and interaction engagement. Based on the findings, this study suggests that teachers should enhance their emotional support, which will effectively increase students’ self-efficacy, boost their interaction engagement, and thus improve their subjective well-being and academic performance.

The mediating role of perceived teacher emotional support in EFL students’ social-emotional competence and psychological well-being: a structural equation modelling (SEM) study

ABSTRACT A bulk of investigations has been done on the impact of teachers’ affective support on English as a foreign language (EFL) students’ academic performance. However, the role of perceived teacher affective support in shaping learner-related psycho-emotional constructs has rarely been explored in EFL settings. To bridge this gap, this study used a quantitative design to examine if teacher affective support influences/predicts students’ social-emotional competence and psychological well-being or not. To this end, 370 Chinese EFL students participated in the survey. The results of structural equation modelling (SEM) analysis and regression revealed that perceived teacher affective support could respectively predict about 60% and 65% of changes in the participants’ SEC and PWB. The study also provided a number of implications for EFL teachers and educators regarding the emotional basis of second/foreign language (L2) education and suggested some future research directions.

Instructor Emotional Support, Academic Resiliency, and School Engagement in an Online Learning Setting during Covid-19 Pandemic

In recent years, numerous published scholarly works have examined the association between academic resilience and school engagement, as well as the function of emotional support in bolstering the relationship between the two. However, these investigations have only been undertaken at the elementary and secondary levels. Therefore, it can be concluded that there are only a few studies that were conducted in the context of Higher Education, especially in the Philippines. In this regard, this study aimed to evaluate the relationship between academic resilience (ARS) and school engagement (SE) via teacher-emotional support (TES). Using data from 910 students and Partial Least Square-Structural Equation Modeling (PLS-SEM), it was unraveled that (1) ARS positively affects SE, (2) ARS leverages TES, (3) TES affects SE, and (4) TES partially mediated the association between students' ARS and SE. According to the findings, instructors' emotional support promotes college students' resilience and engagement. The study underlined the need of strengthening personal and contextual resources to support student well-being in an online class setting.

Patterns of teachers’ self-efficacy and attitudes toward inclusive education associated with teacher emotional support, collective teacher efficacy, and collegial collaboration

ABSTRACT Teacher self-reports were used to investigate patterns of their self-efficacy and attitudes toward inclusive education in association with teacher emotional support, collective teacher efficacy, and collegial collaboration. Data included a sample of 100 Norwegian upper secondary school teachers from a mixed-methods cluster randomised controlled trial study. Latent profile analysis identified four subgroups: Low Self-Efficacy, Mid Attitudes (n = 19); High in All (n = 15); Mid Self-Efficacy, Low Attitudes (n = 36); and High Self-Efficacy, Mid Attitudes (n = 30). Teachers in the High in All profile reported being the most emotionally supportive, while the highest levels of collective efficacy and collegial collaboration were reported by teachers belonging to the High Self-Efficacy, Mid Attitudes profile. Teachers in the Low Self-Efficacy, Mid Attitudes profile reported the lowest levels of emotional support, collective efficacy, and collegial collaboration. The results provide a deeper understanding of the association between teachers’ self-efficacy and attitudes toward inclusive education by investigating distinct teacher profiles with diverse self-efficacy and attitude characteristics, leading to more targeted and effective strategies in inclusive education research, practice, and policy.

Teacher Emotional Support and School Engagement: The case of Physical Education Teachers and Students in a Prominent Local College

Abstract A large number of published papers have investigated the relationship between perceived teacher emotional support and students’ engagement in school across a variety of subject areas at the primary and secondary levels. However, very few or none of these studies examine the topic in the context of physical education in higher education. It would be highly desirable for a study comparable to this one to be carried out within the context of tertiary education in order to address the dearth of scholarly works that concentrate on these two constructs. In light of this, the current study investigated the connection between teachers’ emotional support and their student’s level of engagement in their academic work. The participants in the study were undergraduate students (males = 374, females = 536) who were enrolled in minor PE courses at a prominent local college in Angeles City, Philippines. Following the calculation of Spearman’s rho and multiple regression analyses, the findings revealed that perceived teacher emotional support (along with its three distinct features: positive atmosphere, teacher sensitivity, and regard for the adolescent perspective) is significantly associated with [r(908) =.519, p &lt; .05)] and has a direct influence on [F(3, 906) = 120.508, p &lt;.001] school engagement. Additionally, this study highlighted the critical role that PE instructors play in providing students with emotional support, which in turn leads to higher levels of engagement and achievement reports. The presentation includes suggestions for the professional development of teachers of PE and future research initiatives.

Parent-child perception differences in home-based parental involvement and children's mental health in China: The effects of peer support and teacher emotional support.

Parents' perception of parental involvement or that of children has been found to be associated with the mental health of children. Rather than scrutinizing whether parents' perception or children's perception matters more, this study investigated whether and how parent-child perception differences (parents' perceptions minus their children's perceptions) in home-based parental involvement were related to anxiety, depression, and stress in children. We surveyed 2219 adolescents (approximately 12-14 years old) and their parents in nine middle schools in eastern China. Findings indicate that parent-child perception differences in parental daily involvement (e.g., Depression: β=.065, p < .01) and parent-child communication (e.g., Depression: β=.107, p < .001) were detrimental to the mental health of children, and that perceived peer support and perceived teacher emotional support might mitigate the adverse effects.

高中生个人成长主动性与学习投入的关系：感知教师情感支持的中介作用

高中生个人成长主动性与学习投入的关系：感知教师情感支持的中介作用