Teacher Support Research Articles

The impact of teacher support on OLE in RFL learners: The chain mediating roles of classroom enjoyment and motivation.

This study investigates how teacher support, classroom enjoyment, and motivation influence online learning engagement (OLE) among university students studying Russian as a Foreign Language (RFL). It also examines the mediating roles of classroom enjoyment and motivation between teacher support and OLE. A structured survey was administered to students from Hefei University of Technology, Shanghai International Studies University, and Southwest University of Science and Technology, measuring teacher support, motivation, classroom enjoyment, and OLE in online Russian classes. Using PLS-SEM analysis, the model explained 83.7% of the variance in OLE. Results showed that while teacher support did not have a direct effect on OLE, it indirectly boosted engagement through classroom enjoyment and motivation. All hypotheses were supported, underscoring the importance of these mediators in enhancing OLE. The study concludes with theoretical and practical recommendations to improve online engagement for university RFL students.

The influence of perceive teacher support on high school students’ learning engagement in China

The influence of perceive teacher support on high school students’ learning engagement in China

Whose autonomy support is more effective in promoting exercise adherence in higher vocational college students - based on self-determined theory

ObjectiveBased on the self-determination theory, the three types of autonomy support of parents, teachers and peers as a whole were included in the same research system to explore their effects on exercise adherence of higher vocational college students and their internal mechanisms.MethodsThe study used the exercise autonomy support scale, autonomous motivation scale and exercise adherence scale to construct and test the hypothesised pathways for promoting exercise adherence among students in higher vocational college. Using the data obtained from a survey of 436 higher vocational college students as the unit of analysis, and taking into account the variable of students’ self-determined motivation. The three types of autonomy support of parents, teachers and peers were simultaneously incorporated into the same research system to explore their effects on higher vocational college students’ exercise adherence and their internal mechanisms.ResultsExcept for parent autonomy support, neither teacher nor peer autonomy support had a significant positive effect on exercise adherence of higher vocational college students. Unlike the role played by teacher autonomy support, neither parent nor peer autonomy support was able to positively predict exercise autonomous motivation among higher vocational college students.ConclusionParent autonomy support can positively influence the exercise adherence of higher vocational college students, neither teacher nor peer autonomy support can significantly positively influence the exercise adherence of higher vocational college students. Teacher autonomy support can significantly and indirectly influence higher vocational college students’ exercise adherence through autonomous motivation, while parent and peer autonomy support cannot indirectly influence higher vocational college students’ exercise adherence through autonomous motivation.

Development and Validation of a Computer Simulation-Based Laboratory Manual for Gas Laws

This study developed and validated a laboratory manual for teaching gas laws using computer-aided simulations to address challenges in chemistry education. Utilizing a descriptive educational and research model alongside the ADDIE framework, the manual was evaluated by expert validators and tested with Grade 11 STEM students and teachers. The validation results by the experts were evident in all criteria, including pedagogical approach, content relevance, technology integration, assessment strategies, and teacher support and professional development. The manual effectively promotes student-centered learning, aligns with curriculum standards, and enhances engagement and comprehension through technology integration, providing a valuable resource for teachers and improving student outcomes.

Peer support, teacher support, and activity value in a STEAM contest: the role of helicopter parenting in learning

Peer support, teacher support, and activity value in a STEAM contest: the role of helicopter parenting in learning

Exploring the relationship between teacher and parent support and students’ noncognitive outcomes via Latent Profile Analysis

Support from both teachers and parents is essential for shaping students’ noncognitive outcomes. Despite the acknowledged importance of both support sources, research on their combined impact remains sparse. Therefore, this study examined the patterns of combined teacher and parent support and their relationship with students’ noncognitive outcomes such as self-confidence, interest in learning, anxiety, attitude, and student activeness. We applied Latent Profile Analysis to analyze data from 274 secondary school students in China, identifying four distinct profiles of teacher–parent support: low teacher support–low parent support, medium teacher support–low parent support, high teacher support–low parent support, and high teacher support–high parent support. Analysis of variance was employed to analyze the differences in noncognitive support across these profiles, identifying significant differences in self-confidence, interest in learning, and anxiety across profiles; however, surprisingly, teacher and parent support were not significantly correlated with attitude or student activeness. This study highlights the critical role of teacher–parent support; contributes new insights for educators, parents, and schools; and underscores the necessity of personalized support tailored to individual needs.

Investigating academic resilience in learning English: an ecological context of undergraduate students

Despite a general understanding of the role resilience may play in students’ wellbeing and learning growth, there has been little or no focus on examining the resilient attitude of undergraduate L2 learners from Lahore, Pakistan. Students from various linguistic and cultural backgrounds are drawn to Lahore because it is a hub for higher education in Pakistan with almost 28 public and private sector universities. This quantitative study collected data from 498 undergraduate students from various academic disciplines and ethnic backgrounds studying in the universities of Lahore. The study utilized a survey questionnaire on Student AR in English Learning Scale, adapted to align with Bronfenbrenner’s Ecological System Theory. The study conducted statistical analyses, including Regression Analysis, one-way ANOVA, descriptive statistics, and frequency counts, to gain results. The findings underscored an important role of ecological factors, such as self-esteem, teacher support, peer support, and problem solving, which contributed significantly to the AR of participants. In addition, the findings also suggest that Baloch students exhibited lower scores across multiple dimensions of AR and social support as compared to all other ethnic groups, including Pashtun, Punjabis, Sindhi, and Saraiki. This research contributes to the understanding of resilience dynamics within a multicultural English language learning context and highlights the need to provide cultural sensitivity training to teachers and students in order to foster inclusive language learning environments.

A study on the impact of sports participation support on the level of sports participation of urban junior high school girls in China

BackgroundSocial support has been identified as a key factor influencing adolescents’ engagement in physical activities. However, the relationship between middle school girls’ physical activity levels and the actual social support they receive remains unclear.AimThis study aims to explore the support mechanisms that promote increased physical activity participation among middle school girls.MethodsA survey was conducted with 1,371 middle school girls from 16 regions and cities in China. The questionnaire included the Physical Activity Questionnaire (PAQ), the Social Support and Exercise Survey, the Physical Activity Rank Scale, and the Family Affluence Scale (FAS). Linear regression was used to examine the relationships among family support, out-of-school exercise behavior, in-school exercise behavior, and the physical activity levels of middle school girls.ResultsIn-school physical activity participation (6.6%) was higher than out-of-school participation (5.5%) among urban middle school girls. Physical activity levels were significantly positively correlated with social support from family, peers, and teachers (p < 0.01). Linear regression and descriptive statistics consistently showed that family support was the highest (3.50 ± 1.06), followed by teacher support (3.17 ± 0.96) and peer support (2.88 ± 0.96). Emotional support was notably higher, while instrumental support was relatively low. The physical activity levels of urban middle school girls were associated with the age and grade of the individual, the economic conditions of the family, and the highest level of education of the parents.ConclusionFamily support significantly enhances urban middle school girls’ participation in physical activities. Higher parental education levels may reduce girls’ activity participation, while improved family economic conditions may decrease emotional support but increase informational support. The support of friends and teachers will make up for the decrease in family support. A school-based social support network is essential to address disparities in activity support and implement health intervention programs for middle school girls.

Using instructional coaching to support elementary preservice mathematics teachers' development of questioning strategies

AbstractTeacher questioning is a commonly used pedagogical tool with great impact on student learning. In mathematics classrooms, questioning is also connected to the Mathematics Teaching Practices (National Council of Teachers of Mathematics, Principles to actions: Ensuring mathematical success for all, NCTM, 2014) of eliciting student thinking, supporting productive struggle, and connecting mathematical representations. Teacher questioning is a complex skill to develop, particularly for preservice teachers, as it requires firm knowledge in content, pedagogy, and student needs. The purpose of this qualitative multiple case study was to examine the impact of questioningfocused, non‐supervisory instructional coaching cycles on elementary preservice teachers’ questioning practices. Findings indicate that coaching cycles resulted in more balanced question usage, increased awareness of questioning practices, and increased confidence in posing purposeful questions. These findings suggest that instructional coaching specific to questioning practices could provide a viable means of authentic support for preservice teachers throughout their clinical experiences.

The Mediating Role of Teacher Support in The Relationship between Marginalization and Academic Performance among Migrant Children in China--Evidence from CEPS Data

Migrant children are a special group in the process of China's economic development. They not only linger on the edge of unequal educational opportunities but are also marginalized in schools. Using data from the China Education Panel Survey (CEPS), a nationally representative sample of junior high school students, the study attempts to examine the relationship between migrant children's marginalization and academic achievement and check the moderating role of teacher support in this relationship. The results show that positive teacher support has a negative moderating effect on the marginalization of migrant children. When teachers take a positive and supportive attitude toward socially marginalized students, the marginalized children are more integrated within their peer groups over time. The more actively teachers support migrant children, the more they can reduce the probability of migrant children being marginalized. Teacher support also has a positive impact on migrant children's social behavioral development and academic performance to a large extent. The positive attitude of teachers enables migrant children, a marginalized group, to have stronger school adaptability and a more positive development direction of social behavior and academic performance.

What Is the Association Between Teachers' Autonomous Motivation, Controlled Motivation and Students' Emotional Well‐Being? A Multilevel Mediation Analysis

ABSTRACTTeachers' motivation, which pertains to the reasons to sustain teaching, plays a pivotal role in shaping students' learning motivation, school engagement, and academic achievement. However, the relationship between teachers' motivation and students' emotional well‐being remains unclear. This study, grounded in self‐determination theory and the prosocial classroom model, investigated the associations between teachers' autonomous motivation and controlled motivation with students' emotional well‐being and examined the potential mediating role of students' perceived teacher‐student relationships and teacher support in these associations. The current study involved 49 homeroom teachers and 1853 students, assessing teachers' autonomous motivation, controlled motivation, students' perception of teacher support, teacher‐student relationships, and emotional well‐being. The results of the multilevel analysis indicated that (1) teachers' autonomous motivation positively predicted students' emotional well‐being, mediated by teacher support; (2) teachers' controlled motivation negatively predicted students' emotional well‐being, mediated by both students' perception of the student‐teacher relationship and teacher support. The findings underscore the significance of intervening in teachers' work motivation, particularly controlled motivation, in educational and teaching practices to improve students' mental health.

The Administration of Heritage Language Schools in Multicultural Societies: The Case of the Hellenic School of Ottawa, Canada

Many ethnic communities living in multicultural societies have established Heritage Language Schools (HLS) to transmit ethnic language and preserve ethnic culture. The administration of these HLS is no easy task however (Arvanitis, 2004; Pu, 2012; Tamis, 2010). Research is needed to help better understand how HLS programs, such as the Hellenic School of Ottawa (HSO), are administered and what can help enhance administration practices and the sustainment of these schools (Zoupa & Karlis, 2015). The purpose of this paper is to examine the perceptions of administration towards the administrative practices of the HSO. Specifically, the objectives of this study are to present the perceptions of HCO administrators toward: (1) the structure and objectives of the HSO, (2) the strengths and weaknesses of the administration of the HSO, and (3) suggestions for the enhancement of the administration of the HSO. Semi-structured interviews were conducted on ten former administrators of the HSO who have been responsible for operation of the HSO. It was found that the structure of the HSO focused on the instruction of the Greek language, including the four language skills- listening, speaking, reading, and writing; whereas, the objectives of the HSO focused on instilling a love for the Greek language. Moreover, administrators presented two strengths of the administration of HSO - (1) support from the HCO, and (2) people involvement as well as three weaknesses - (1) support from the HCO, and (2) people involvement. Further, the administrators presented ten suggestions for the enhancement of the operation of the HSO - (1) teachers of higher qualifications, (2) addition of more Greek-content activities, (3) time-frame expansion, (4) resources, (5) teacher support, (6) summer camps in Greece, (7) create school partnerships, (8) Webinars and seminars, (9) trips to Greece, and (10) engagement in Greek-content activities. Keywords: heritage language schools, Hellenic School of Ottawa, administration, ethnic language, ethnic culture

Integrating ChatGPT in Descriptive Writing Instruction: Insights and Best Practices for Junior High School Students

This study examines the integration of ChatGPT, an AI-based language model, into teaching descriptive writing to eighth-grade students at SMP Negeri 3 Luwuk. The research, conducted in the digital class VIII.B, employed a qualitative descriptive methodology, including classroom observations and interviews with 35 students. It aimed to explore students' perceptions of ChatGPT and develop effective teaching procedures for descriptive writing. Findings revealed that ChatGPT positively impacted students' writing skills by improving grammar, vocabulary, organization, and creativity. Students reported increased confidence and efficiency in producing descriptive texts, though challenges such as vocabulary alignment and idea generation persisted for some. Proficient students excelled in generating detailed, well-organized texts, while less-skilled students required structured guidance and additional practice. A step-by-step teaching procedure was designed to accommodate diverse student abilities, incorporating tasks that progressed from basic to advanced levels. The study highlights ChatGPT's potential to enhance writing skills when integrated thoughtfully, with continued teacher support to address individual student needs. This research contributes to the growing body of knowledge on AI applications in education, offering insights for teachers, students, and researchers. Recommendations include fostering student creativity, supporting teacher training in AI tools, and exploring ChatGPT’s use in other text types and long-term skill development. Keywords: ChatGPT, Artificial Intelligence (AI), Descriptive Writing, English Language Learning

Analisis Perkembangan Akademik Siswa Tunagrahita dalam Lingkungan Pendidikan Inklusif pada Kelas V di SDN Kebun Bunga 1

This study aims to analyze the academic development of students with learning disabilities in an inclusive education environment in grade V at SDN Kebun Bunga 1, focusing on learning strategies, teacher support and their impact on students' academic outcomes. The main issues faced were challenges in inclusive learning, including limited resources and the implementation of effective strategies. With a qualitative approach using the PRISMA method, data was collected through observation, interviews and document analysis. The results show that material simplification, individualized guidance, and the use of interactive learning media play a significant role in improving the understanding and independence of students with disabilities. Despite facing cognitive and emotional limitations, students showed progress in reading skills, concept understanding, and social interaction. The implications of this study are the need for more in-depth teacher training, close collaboration with parents, and the development of more innovative learning media to support inclusive education. This research contributes to the development of adaptive and inclusive education strategies for students with special needs.

Navigating Educational Disruptions

This research article investigates the impact of the COVID-19 pandemic on secondary schools in Uganda, focusing on the strategies adopted to cope with disruptions in educational processes. It utilises a mixed-methods approach, gathering data from 16 schools in Uganda's Western, Northern, and Eastern regions, and focusing on vocational subjects. Its findings reveal that schools observed Standard Operating Procedures (SOPs), including social distancing, mask-wearing, and handwashing, despite resource constraints and spatial limitations. Remote learning for candidate classes reduced exposure but highlighted rural disparities due to inadequate internet infrastructure. Despite significant challenges, school administrators exhibited resilience by implementing innovative measures, including staggered attendance and restricted student movement to minimize contact. However, vocational education encountered notable setbacks, such as inadequate practical facilities, especially within private institutions. It highlights the critical need for enhanced government support, particularly for vocational teachers, to sustain education post-pandemic. While Uganda's education sector has shown resilience during the pandemic, sustained investment in infrastructure, teacher support, and vocational education is vital for long-term stability and growth .

Computer science identity development among black and latinx males

ABSTRACT Background The growing importance of the science, technology, engineering, and mathematics (STEM) fields, accompanied by the rapid advancement of computer science (CS), has positioned these domains as cornerstones of modern education and the global workforce. That there is underrepresentation of students of colour in these fields, particularly Black and Latinx males, is well-documented, often resulting from deeply rooted systemic and institutional challenges influenced by historical inequities, structural racism, and institutional practices. This underscores a need for better understanding of the development of STEM/CS identities and career interests among these students, in order to overcome barriers and foster their inclusion in twenty-first-century career pathways. Purpose This study aimed to explore the experiences of Black and Latinx male students in one all-male Exploring Computer Science (ECS) class in the United States of America (USA). The goal was to understand how these students begin to develop their STEM/CS identities and career aspirations within the classroom context. Method The research used a qualitative research methodology involving semi-structured interviews with 12 students enrolled on the ECS course. It focused on identifying the pedagogical, familial, and contextual factors that shape students’ identity formation and career interests in STEM and CS. Findings Analysis of the students’ narratives highlighted the importance of culturally relevant pedagogy, teacher support, peer collaboration, and industry role models in fostering STEM/CS identity development. Student autonomy and exposure to relatable guest speakers were also influential in shaping their perceptions and aspirations within these fields. Conclusions Early exposure to STEM/CS through supportive and affirming educational environments can play a critical role in shaping STEM/CS identities and career interests among Black and Latinx students. Implications for educators and policymakers include promoting inclusive pedagogy, early exposure, and meaningful mentorship to support the development of diverse talent in STEM/CS fields.

Conditionings of being perpetrator or victim in adolescence

The aim of the article is to investigate the thesis of a direct and indirect link between sex, gender, and aggressive and victim behavior from the perspective of bio–, social and psychological development. The meta-analysis of the previous study identifies risk factors and protective factors for becoming an aggressor or a victim and the role of sex and gender in that process. The work consists of two parts. The first part of the chapter is the review of the latest research in the field of aggression and adolescence focused on conditions of violence among youth. And the second part is the presentation of the latest research of the author. In the study, model were considered: bio, psycho and social factors such as sex, temperament; attachment; aggressiveness; family, teacher, and classmate support; resilience; and the previous victim or aggressor experiences

Empowering Educators: Overcoming Challenges in Digital Education for Remote Areas

Though obstacles including poor infrastructure, scarce resources, inadequate teacher training, and policy gaps prevent its successful implementation, digital education presents new chances to enhance instruction in remote areas. This essay investigates these challenges and looks at strategies for empowering teachers in areas with limited resources. Using a combination of case studies and literature analysis, the study finds structural challenges, such as inadequate internet connectivity, an absence of digital tools, out-of-date instructional materials, and restricted access to professional development. Challenges including evaluating student achievement, sustaining engagement in online learning settings, and modifying pedagogy for digital forms are also covered. To address these issues, the results emphasize the value of training teachers in digital pedagogy, culturally sensitive education, and inclusive evaluation techniques. Furthermore, strengthening community collaborations, financing infrastructure, and enhancing government support are essential for long-term digital education. The essay ends with practical suggestions, such as offering affordable digital resources, individualized instruction, and comprehensive teacher support. By bridging the urban-rural gap and promoting long-term educational progress, these policies seek to provide fair access to high-quality education in remote communities.

Teacher support and secondary school students’ learning engagement: A moderated mediation model

Learning engagement has attracted increasing interest in recent years, with teacher support, academic self-efficacy, psychological resilience, and positive academic emotion identified as key factors. However, the moderated mediating mechanisms between teacher support and learning engagement remain unexplored. This study aimed to investigate the roles of academic self-efficacy and psychological resilience as mediators, and positive academic emotion as a moderator, in the relationship between teacher support and secondary school students’ learning engagement, from the perspective of the Self-determination Theory and Emotion Regulation Theory. The study involved 665 participants (Mage = 14 years, SD = 0.790) randomly selected from four public secondary schools in Eastern China. Data were analyzed with the structural equation model (SEM) in SPSS 24.0, AMOS 24.0, and PROCESS 3.5. Results indicated that teacher support was directly and positively associated with learning engagement. The results also indicated that teacher support was indirectly and positively related to learning engagement through academic self-efficacy and psychological resilience. Additionally, the moderation role of positive academic emotion manifests in the association between academic self-efficacy and psychological resilience. These findings illuminate the complex dynamics underlying learning engagement and provide valuable insights for educators and researchers in promoting optimal learning experiences for secondary school students.

Equitable shifts in youth resilience? Distinguishing normative changes and pandemic effects on academic self-efficacy and cognitive reappraisal.

This preregistered longitudinal study examined the long-term effects of the COVID-19 pandemic on academic self-efficacy and cognitive reappraisal in early adolescence. It followed and compared two cohorts over 4 years: one prepandemic (11-14 years, 2016-2019) and one during the pandemic (2019-2022). The study analyzed annual well-being surveys merged with school enrolment data from South Australian public schools (N = 28,307, 49% female). Employing latent growth modeling and a novel cohort comparison design, the study addressed a major limitation in pandemic studies: It separated pandemic effects from normative developmental changes. Results indicate that the pandemic cohort largely followed typical, yet declining, developmental trajectories, showing resilience at a population level. Unexpectedly, the examination of multiple covariates (i.e., gender, socioeconomic status, non-English background, anxiety, peer belonging, teacher support) showed that preexisting vulnerabilities did not predict adverse pandemic effects. This research underscores the value of longitudinal data infrastructures and the importance of understanding normative youth development and resilience research in discerning the effects of pandemics or other widespread crises. (PsycInfo Database Record (c) 2025 APA, all rights reserved).