Motivation
Does teacher support boost high-school English engagement?
Open access · cc by · source: Europe PMC
Among 314 Chinese senior high school students, perceived English-teacher support predicted engagement both directly and through motivation, with a larger path via intrinsic than extrinsic motivation.
How this study connects
Role on claims
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Three independent samples put the effect in the mediator — which is also what shared-method variance produces.
Engagement models consistently place most of the effect in indirect paths. Leader tolerance predicted engagement (β = 0.377) with perceived organisational support and identification jointly mediating; teacher support reached engagement mostly through intrinsic motivation (indirect β = 0.225, 39.8% of total, against a direct 0.173); and exercise reached academic engagement almost entirely through self-efficacy (84% of the total effect).
Evidence for the claim as stated.
Study at a glance
- Design
- Cross-sectional — Stratified school survey with structural equation modeling of self-report scales; Harman CMB check and bootstrap mediation.
- N
- N=314 · 314 valid questionnaires (~90% of 349 planned); 152 male (48.3%) and 162 female (51.7%).
- Population
- Chinese senior high school students in four schools (urban and county) in a southeastern province.
- Outcome
- Perceived English-teacher support, intrinsic/extrinsic motivation, and student engagement (SEM paths).
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Inspect source passages
Does teacher support boost high-school English engagement?
These passages occur verbatim in the stored paper text. They support the points listed below; they do not verify every statement in the explanation.
Analytic n = 314 senior high school students.
self-report questionnaire data from 314 Chinese senior high school students
Direct path support → engagement β = 0.173.
perceived teacher support had a positive effect on student engagement (β = 0.173, p < 0.01)
Key findings
Means were moderate-to-high (teacher support M=3.79; engagement M=3.55). Direct β from support to engagement = 0.173 (30.6% of total). Indirect via intrinsic motivation = 0.225 (39.8%); via extrinsic = 0.099 (17.5%). Model fit was acceptable (χ²/df=1.83, RMSEA=0.05).
Methodology
Stratified random sampling of four schools, paper Likert surveys of teacher support, motivation, and engagement, then confirmatory factor analysis and SEM with 5,000 bootstrap draws for mediation.
Limitations
Cross-sectional self-reports cannot prove causality; common-method bias was only partly ruled out; findings are English class in one Chinese province, not all subjects or countries.
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