Teacher-student relationship and student engagement: the moderating role of educational hope

Perceived teacher-student relationship and growth mindset as predictors of student engagement in foreign student engagement in foreign language learning: the mediating role of foreign language enjoyment

“…Generally, pupils are more empathetically encouraged to engage with the L2 teacher, course, activities, and the learning process if a positive relationship is found between L2 students and the instructor. This results in a positive classroom climate, classroom enjoyment, and a positive classroom climate ( Gabryś-Barker, 2016 ; Li, 2020 Mercer and Dörnyei, 2020 ; Kit et al, 2022 ).…”

“…Positive teacher-student relationships have been shown to improve academic performance as well ( Martin and Collie, 2019 ). Wubbels et al (2016) , and interplays between positive teacher-student relationships, academic performance, and accomplishment are prevalent (e.g., Wentzel and Wigfield, 1998 ; Valiente et al, 2008 ; Henry and Thorsen, 2018 ; Ma et al, 2018 ; Longobardi et al, 2021b ; Kit et al, 2022 ; Sadoughi and Hejazi, 2022 ). When L2 learners and educators have a positive relationship, an effective classroom environment is created, students’ classroom enjoyment is enhanced, and students are more empathetically motivated to engage with the L2 teacher, curriculum content, activities, and the learning experience in general ( Gabryś-Barker, 2016 ; Li, 2020 ; Mercer and Dörnyei, 2020 ).…”

“…FLE, as opposed to negative feelings such as foreign language classroom anxiety (FLCA), seems to be more likely to be provoked by educators (Jiang and Dewaele, 2019) and has a greater impact on foreign language performance (Dewaele and Alfawzan, 2018). Some studies have probed the teacher-student relationship, growth mindset, student engagement, and foreign language enjoyment separately (e.g., Hagenauer et al, 2015;Cavanagh et al, 2018;Martin and Collie, 2019;Tseng et al, 2020;Clem et al, 2021;Fathi and Mohammaddokht, 2021;Longobardi et al, 2021b;Hu et al, 2022;Kit et al, 2022;Xiao et al, 2022;Bai and Wang, 2023); however, to the best of our knowledge, no previous study has ever explored the simultaneous relationships between all of these variables in EFL contexts. Furthermore, previous studies have mainly focused on general education, rather than foreign language education or EFL contexts.…”

Teacher-Student Relationship and Prospect Identity among Students: The Mediating Role of Social-Emotional Competence and Student Satisfaction

“…Considering the developmental stage of secondary vocational school students, in their adolescence, interventions for the SEC of these students should respect their need for autonomy (Jones & Doolittle, 2017). At the same time, the school could strengthen education on career planning in academic support to help students gain a clearer understanding of their major and identify their career goals, and complementary support should follow to meet students' developmental demands (Kit et al, 2022).…”