Title: The Influence of Perceived Teacher Support on English Learning Engagement in Junior High School Students: The Mediating Role of Academic Self-Efficacy
Authors: Yanan Zhai, , Yuan Zhang, Lei Fang
Volume: 10
Issue: 9
Pages: 127-132
Publication Date: 2026/09/28
Abstract:
Drawing on Social Cognitive Theory, Control-Value Theory, and the Positive Youth Development perspective, this study constructed a mediation model to explore the mechanism by which junior high school students' perceived teacher support (emotional support, cognitive support, behavioral support) influences their English learning engagement, with a specific focus on the key mediating pathway of academic self-efficacy. A cluster sampling method was used to administer questionnaires to 467 junior high school students. Structural Equation Modeling (SEM) was employed for data analysis. Results indicated that perceived teacher emotional support and behavioral support exhibited a significant direct correlation with English learning engagement. However, cognitive support did not demonstrate a significant direct correlation; instead, its effect was mediated through academic self-efficacy. Academic self-efficacy played a significant mediating role in the relationship between perceived teacher support and English learning engagement. This research provides systematic theoretical guidance and empirical evidence for teacher support practices and interventions aimed at enhancing student learning engagement in English, suggesting that teachers should focus on enhancing the systematic nature of their supportive actions and the interpersonal warmth of their emotional support to effectively nurture students' academic self-efficacy.