A Study of the Synergistic Effects of Teacher Support and Learning Engagement on Academic Achievement in EFL Learning—Based on Path Model and fsQCA Analysis
Year: 2025
Type: article
Study design: Observational Study
Abstract: ABSTRACT In this study, 364 foreign language learners were selected to deeply investigate the synergistic effects of teacher support and learning engagement on academic achievement using path model and fsQCA methods. The findings reveal that: (i) academic support positively influences academic achievement through the mediating role of each sub‐dimension of learning engagement; (ii) emotional support has a positive impact on academic achievement through the mediating role of cognitive engagement, behavioral engagement, and emotional engagement respectively; (iii) instrumental support positively influences academic achievement through the mediating role of each sub‐dimension of learning engagement; (iv) The sub‐dimensions of teacher support and learning engagement form four configurations for more likely promoting high academic achievement, which suggests that greater emphasis needs to be placed on the optimization of the positive roles of different and targeted teacher's supports in conjunction with their synergy with the sub‐dimensions of learning engagement for good academic performance. This study can help to gain a deeper understanding of the complex synergistic mechanisms between teacher support and learning engagement on academic achievement, with theoretical and practical significance for foreign language education.
Source: Psychology in the Schools
DOI: 10.1002/pits.23521
Author: Hang Dong
Institution: Nankai University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4409610544