Fueling the Cycle: Unpacking the Reciprocal Relationship Between Social Support and Learning Engagement in Chinese EFL Classrooms
Year: 2025
Type: article
Study design: Observational Study
Abstract: ABSTRACT This study adopted a three‐wave random intercept cross‐lagged panel model (RI‐CLPM) to explore the longitudinal reciprocal relationships between social support and engagement in EFL learning among Chinese high school students. Two samples, including 3505 students (Sample 1 = 1794; Sample 2 = 1711), were tracked with their perceived social support and engagement levels in EFL learning over three academic semesters. Using a multiple‐indicator RI‐CLPM, the study demonstrated a reciprocal relationship between perceived social support and engagement in EFL learning maintained consistently across samples. Perceived social support in EFL learning positively predicted students' subsequent learning engagement. Meanwhile, students' engagement in EFL learning positively predicted their subsequent perceived social support. While prior cross‐sectional research mostly showed how social support predicts student engagement, not the reverse prediction, the current study provides initial evidence for the possibly mutually reinforcing relationship over time.
Source: European Journal of Education
DOI: 10.1111/ejed.70109
Authors: Tianxue Cui, Ying Sun
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4409682434