The effect of teacher support on academic engagement: The serial mediation of learning experience and motivated learning behavior

Ajzen, I. (1988). Attitudes, Personality, and Behavior. Dorsey Press. Alamer, A. (2021). Basic psychological needs, motivational orientations, effort, and vocabulary knowledge: A comprehensive model. Studies in Second Language Acquisition, 1–21,. https://doi.org/10.1017/S027226312100005X Al-Hoorie, A. H. (2018). The L2 motivational self-system: A meta-analysis. Studies in Second Language Learning and Teaching, 8(4), 721–754. https://doi.org/10.14746/SSLLT.2018.8.4.2 Alrajeh, T. S., & Shindel, B. W. (2020). Student Engagement and Math Teachers Support. Journal on Mathematics Education, 11(2), 167–180. https://doi.org/10.22342/jme.11.2.10282.167-180 Ansong, D., Okumu, M., Bowen, G. L., Walker, A. M., & Eisensmith, S. R. (2017). The role of parent, classmate, and teacher support in student engagement: Evidence from Ghana. International Journal of Educational Development, 54, 51–58. https://doi.org/10.1016/j.ijedudev.2017.03.010 Aomr, J. A. W., Seng, G. H., & Kapol, N. (2020). Relationship between willingness to communicate in English and classroom environment among Libyan EFL learners. Universal Journal of Educational Research, 8(2), 605–610. https://doi.org/10.13189/ujer.2020.080232 Archambault, I., Janosz, M., Goulet, M., Dupéré, V., & Gilbert-Blanchard, O. (2019). Promoting student engagement from childhood to adolescence as a way to improve positive youth development and school completion. In J. A. Fredricks, A. L. Reschly, & S. L. Christenson (Eds.), Handbook of student engagement interventions (pp. 13–29). Academic Press. Arslan, T., & Çiftçi, H. (2021). Second language motivational self-system of sixth graders in Turkey: A correlational study. TESOL Journal, 12(1), 1–15. https://doi.org/10.1002/tesj.518 Aubrey, S., King, J., & Almukhaild, H. (2020). Language Learner Engagement During Speaking Tasks: A Longitudinal Study. RELC Journal. https://doi.org/10.1177/0033688220945418 Bagheri, M., & Zenouzagh, Z. M. (2021). Comparative study of the effect of face-to-face and computer mediated conversation modalities on student engagement: Speaking skill in focus. Asian-Pacific Journal of Second and Foreign Language Education, 6(1), 1–23. https://doi.org/10.1186/s40862-020-00103-0 Boulton, M., Lloyd, J., Down, J., & Marx, H. (2012). Predicting undergraduates’ self-reported engagement in traditional and cyberbullying from attitudes. Cyberpsychology, Behavior, and Social Networking, 15(3), 141–147. https://doi.org/10.1089/cyber.2011.0369 Chen, Y. L. (2016). How teachers support student autonomy in EFL context. Asian EFL Journal, 91, 63–89. ChengChiang Chen, J., & Kent, S. (2020). Task engagement, learner motivation and avatar identities of struggling English language learners in the 3D virtual world. System, 88, 102168. https://doi.org/10.1016/j.system.2019.102168 Csizér, K. (2019). The L2 Motivational Self System. In M. Lamb, K. Csizér, A. Henry, & S. Ryan (Eds.), The Palgrave handbook of motivation for language learning (pp. 71–94). Palgrave Macmillan. Csizér, K., & Kálmán, C. (2019). A study of retrospective and concurrent foreign language learning experiences: A comparative interview study in Hungary. Studies in Second Language Learning and Teaching, 9(1), 225–246. https://doi.org/10.14746/ssllt.2019.9.1.10 Csizér, K., & Kormos, J. (2009). Learning experiences, selves and motivated learning behaviour: A comparative analysis of structural models for Hungarian secondary and university learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 98–119). Multilingual Matters. Davis, W. S. (2022). Encouraging continued university foreign language study: A self-determination theory perspective on programme growth. The Language Learning Journal, 50(1), 29–44. https://doi.org/10.1080/09571736.2020.1740768 De Bot, K., Lowie, W., & Verspoor, M. (2007). A dynamic systems theory approach to second language acquisition. Bilingualism: Language and Cognition, 10(1), 7–21. https://doi.org/10.1017/S1366728906002732 Dincer, A., Yeşilyurt, S., Noels, K. A., & Vargas Lascano, D. I. (2019). Self-Determination and Classroom Engagement of EFL Learners: A Mixed-Methods Study of the Self-System Model of Motivational Development. SAGE Open, 1–15,. https://doi.org/10.1177/2158244019853913 Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum. Dörnyei, Z. (2019). Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System. Studies in Second Language Learning and Teaching, 9(1), 19–30. https://doi.org/10.14746/ssllt.2019.9.1.2 Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge. Dörnyei, Z., & Ushioda, E. (2010). Teaching and researching motivation. Longman Pearson. Edstrom, A. (2015). Triads in the L2 classroom: Interaction patterns and engagement during a collaborative task. System, 52, 26–37. https://doi.org/10.1016/j.system.2015.04.014 Eren, A., & Rakıcıoğlu-Söylemez, A. (2020). Language mindsets, perceived instrumentality, engagement and graded performance in English as a foreign language students. Language Teaching Research. https://doi.org/10.1177/1362168820958400 Fan, Y., & Xu, J. (2020). Exploring student engagement with peer feedback on L2 writing. Journal of Second Language Writing, 50, 100775. https://doi.org/10.1016/j.jslw.2020.100775 Fredricks, J. A. (2015). Academic Engagement. In J. D. Wright (Ed.), International Encyclopedia of the Social & Behavioral Sciences (Vol. 2, pp. 31–36). Routledge. Fryer, L. K., & Bovee, H. N. (2016). Supporting students’ motivation for e-learning: Teachers matter on and offline. The Internet and Higher Education, 30, 21–29. https://doi.org/10.1016/j.iheduc.2016.03.003 Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95(1), 148–162. https://doi.org/10.1037/0022-0663.95.1.148 Ghaith, G. M. (2002). The relationship between cooperative learning, perception of social support, and academic achievement. System, 30(3), 263–273. https://doi.org/10.1016/S0346-251X(02)00014-3 Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76(4), 408–420. https://doi.org/10.1080/03637750903310360 Helgeson, V. S., & Lopez, L. (2010). Social support and growth following adversity. In J. W. Reich, A. J. Zautra, & J. S. Hall (Eds.), Handbook of adult resilience (pp. 309–330). Guilford Press. Hiver, P., Al-Hoorie, A. H., Vitta, J. P., & Wu, J. (2021a). Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language Teaching Research. https://doi.org/10.1177/13621688211001289 Hiver, P., Al-Hoorie, A., & Mercer, S. (2021b). Engagement in the Language Classroom. Multilingual Matters. Hiver, P., Obando, G., Sang, Y., Tahmouresi, S., Zhou, A., & Zhou, Y. (2019). Reframing the L2 learning experience as narrative reconstructions of classroom learning. Studies in Second Language Learning and Teaching, 9(1), 83–116. https://doi.org/10.14746/ssllt.2019.9.1.5 Huang, S. C. (2019). Learning experience reigns–Taiwanese learners’ motivation in learning eight additional languages as compared to English. Journal of Multilingual and Multicultural Development, 40(7), 576–589. https://doi.org/10.1080/01434632.2019.1571069 Hughes, J. N., & Chen, Q. (2011). Reciprocal effects of student–teacher and student–peer relatedness: Effects on academic self efficacy. Journal of Applied Developmental Psychology, 32, 278–287. https://doi.org/10.1016/j.appdev.2010.03.005 Iwaniec, J. (2014). Self constructs in language learning: What is their role in self-regulation? In K. Csizér & M. Magid (Eds.), The impact of self-concept on language learning (pp. 189–205). Multilingual Matters. Jin, Y., De Bot, K., & Keijzer, M. (2017). Affective and situational correlates of foreign language proficiency: A study of Chinese university learners of English and Japanese. Studies in Second Language Learning and Teaching, 7(1), 105–125. https://doi.org/10.14746/ssllt.2017.7.1.6 Karbakhsh, R., & Ahmadi Safa, M. (2020). Basic psychological needs satisfaction, goal orientation, willingness to communicate, self-efficacy, and learning strategy use as predictors of second language achievement: A structural equation modeling approach. Journal of Psycholinguistic Research, 49(5), 803–822. https://doi.org/10.1007/s10936-020-09714-7 Khajavy, G. H. (2021). Modeling the relations between foreign language engagement, emotions, grit and reading achievement. In P. Hiver, A. H. Al-Hoorie, & S. Mercer (Eds.), Student Engagement in the Language Classroom (pp. 224–240). Multilingual Matters. Khany, R., & Amiri, M. (2018). Action control, L2 motivational self system, and motivated learning behavior in a foreign language learning context. European Journal of Psychology of Education, 33(2), 337–353. https://doi.org/10.1007/s10212-016-0325-6 Koltovskaia, S. (2020). Student engagement with automated written corrective feedback (AWCF) provided by Grammarly: A multiple case study. Assessing Writing, 44, 100450. https://doi.org/10.1016/j.asw.2020.100450 Kunnan, A. J. (1998). An introduction to structural equation modelling for language assessment research. Language Testing, 15(3), 295–332. https://doi.org/10.1177/026553229801500302 Lamb, M. (2012). A self-system perspective on young adolescents’ motivation to learn English in urban and rural settings. Language Learning, 62, 997–1023. https://doi.org/10.1111/j.1467-9922.2012.00719.x Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality: An International Journal, 46(3), 517–528. https://doi.org/10.2224/sbp.7054 Li, W., Gao, W., & Sha, J. (2020). Perceived teacher autonomy support and school engagement of Tibetan students in elementary and middle schools: Mediating effect of self-efficacy and academic emotions. Frontiers in Psychology, 11, 1–9. https://doi.org/10.3389/fpsyg.2020.00050 Little, R. J., & Rubin, D. B. (2019). Statistical analysis with missing data. John Wiley & Sons. Liu, R.-D., Zhen, R., Ding, Y., Liu, Y., Wang, J., Jiang, R., & Xu, L. (2018). Teacher support and math engagement: Roles of academic self-efficacy and positive emotions. Educational Psychology, 38(1), 3–16. https://doi.org/10.1080/01443410.2017.1359238 MacIntyre, P. D., & Serroul, A. (2015). Motivation on a per-second timescale: Examining approach-avoidance motivation during L2 task performance. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 109–138). Multilingual Matters. Mahmoodi, M. H., & Yousefi, M. (2021). Second language motivation research 2010–2019: A synthetic exploration. The Language Learning Journal, 1–24,. https://doi.org/10.1080/09571736.2020.1869809 Malecki, C. K., & Demaray, M. K. (2003). What type of support do they need? Investigating student adjustment as related to emotional, informational, appraisal, and instrumental support. School Psychology Quarterly, 18(3), 231–252. https://doi.org/10.1521/scpq.18.3.231.22576 McEown, K., & Sugita-McEown, M. (2019). Individual, parental and teacher support factors of self-regulation in Japanese students. Innovation in Language Learning and Teaching, 13(4), 389–401. https://doi.org/10.1080/17501229.2018.1468761 Mercer, S. (2019). Language learner engagement: Setting the scene. In X. Gao (Ed.), Second Handbook of English Language Teaching (pp. 643–660). Springer. https://doi.org/10.1007/978-3-030-02899-2_40 Mercer, S., & Dörnyei, Z. (2020). Engaging language learners in contemporary classrooms. Cambridge University Press. Meyers, L. S., Gamst, G., & Guarino, A. J. (2016). Applied multivariate research: Design and interpretation. Sage publications. Mohamadi, Z. (2017). Task engagement: A potential criterion for quality assessment of language learning tasks. Asian-Pacific Journal of Second and Foreign Language Education, 2(1), 1–25. https://doi.org/10.1186/s40862-017-0025-z Moskovsky, C., Assulaimani, T., Racheva, S., & Harkins, J. (2016). The L2 motivational self system and L2 achievement: A study of Saudi EFL learners. The Modern Language Journal, 100(3), 641–654. https://doi.org/10.1111/modl.12340 Munezane, Y. (2013). Attitudes, affect and ideal L2 self as predictors of willingness to communicate. In L. Roberts, A. Ewert, M. Pawlak, & M. Wrembel (Eds.), EUROSLA yearbook (pp. 176–198). John Benjamins Publishing Company. Oga-Baldwin, W. L. Q., & Fryer, L. K. (2018). Schools can improve motivational quality: Profile transitions across early foreign language learning experiences. Motivation and Emotion, 42(4), 527–545. https://doi.org/10.1007/s11031-018-9681-7 Oga-Baldwin, W. Q. (2019). Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning. System, 86, 102128. https://doi.org/10.1016/j.system.2019.102128 Oga-Baldwin, W. Q., & Nakata, Y. (2017). Engagement, gender, and motivation: A predictive model for Japanese young language learners. System, 65, 151–163. https://doi.org/10.1016/j.system.2017.01.011 Olsen, M. (2017). Motivation, learner attrition, and the L2 motivational self system: A New Zealand study of heritage and non-heritage university language learners. PhD dissertation, Otago University, New Zealand. Papi, M. (2010). The L2 motivational self-system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38(3), 467–479. https://doi.org/10.1016/j.system.2010.06.011 Papi, M., & Teimouri, Y. (2012). Dynamics of selves and motivation: A cross-sectional study in the EFL context of Iran. International Journal of Applied Linguistics, 22(3), 287–309. https://doi.org/10.1111/j.1473-4192.2012.00312.x Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83–98. https://doi.org/10.1037/0022-0663.99.1.83 Philp, J., & Duchesne, S. (2016). Exploring engagement in tasks in the language classroom. Annual Review of Applied Linguistics, 36, 50–72. https://doi.org/10.1017/S0267190515000094 Phung, L. (2017). Task preference, affective response, and engagement in L2 use in a US university context. Language Teaching Research, 21(6), 751–766. https://doi.org/10.1177/1362168816683561 Piechurska-Kuciel, E. (2011). Perceived teacher support and language anxiety in Polish secondary school EFL learners. Studies in Second Language Learning and Teaching, 1(1), 83–100. https://doi.org/10.14746/ssllt.2011.1.1.5 Piechurska-Kuciel, E. (2015). Correlates and predictors of L2 Willingness to Communicate in Polish adolescents. In M. Pawlak & E. Waniek-Klimczak (Eds.), Issues in Teaching, Learning and Testing Speaking in a Second Language (pp. 85–102). Springer. Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. L. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 149–172). Springer. Reeve, J., & Tseng, C.-M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257–267. https://doi.org/10.1016/j.cedpsych.2011.05.002 Reinders, H., & Nakamura, S. (2022). Engagement. In T. Gregersen & S. Mercer (Eds.), The Routledge Handbook of the Psychology of Language Learning and Teaching (pp. 137–148). Routledge. Rice, L., Barth, J. M., Guadagno, R. E., Smith, G. P., & McCallum, D. M. (2013). The role of social support in students’ perceived abilities and attitudes toward math and science. Journal of Youth and Adolescence, 42(7), 1028–1040. https://doi.org/10.1007/s10964-012-9801-8 Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents’ psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88(3), 408–422. https://doi.org/10.1037/0022-0663.88.3.408 Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529. https://doi.org/10.3102/0034654311421793 Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications. Sadoughi, M., & Hejazi, S. Y. (2021). Teacher support and academic engagement among EFL learners: The role of positive academic emotions. Studies in Educational Evaluation, 70, 101060. https://doi.org/10.1016/j.stueduc.2021.101060 Sakiz, G., Pape, S. J., & Hoy, A. W. (2012). Does perceived teacher affective support matter for middle school students in mathematics classrooms? Journal of School Psychology, 50(2), 235–255. https://doi.org/10.1016/j.jsp.2011.10.005 Salmela-Aro, K., Upadyaya, K., Cumsille, P., Lavonen, J., Avalos, B., & Eccles, J. (2021). Momentary task-values and expectations predict engagement in science among Finnish and Chilean secondary school students. International Journal of Psychology, 56(3), 415–424. https://doi.org/10.1002/ijop.12719 Sato, M. (2021). Generating a roadmap for possible selves via a vision intervention: Alignment of second language motivation and classroom behavior. TESOL Quarterly, 55(2), 427–457. https://doi.org/10.1002/tesq.611 Schmidt, J. A., Rosenberg, J. M., & Beymer, P. N. (2018). A person-in-context approach to student engagement in science: Examining learning activities and choice. Journal of Research in Science Teaching, 55(1), 19–43. https://doi.org/10.1002/tea.21409 Senior, R. (2011). The role of humour in the development and maintenance of class cohesion. Prospect, 16(2), 45–54. Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). The challenges of defining and measuring student engagement in science. Educational Psychologist, 50(1), 1–13. https://doi.org/10.1080/00461520.2014.1002924 Skaalvik, E. M., Federici, R. A., & Klassen, R. M. (2015). Mathematics achievement and self-efficacy: Relations with motivation for mathematics. International Journal of Educational Research, 72, 129–136. https://doi.org/10.1016/j.ijer.2015.06.008 Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765–781. https://doi.org/10.1037/a0012840 Svalberg, A. M. L. (2017). Researching language engagement: Current trends and future directions. Language Awareness, 27, 21–39. https://doi.org/10.1080/09658416.2017.1406490 Svalberg, A. M. L., & Askham, J. (2020). Teacher and learner perceptions of adult foreign language learners’ engagement with consciousness-raising tasks in four languages. Language Awareness, 29(3–4), 236–254. https://doi.org/10.1080/09658416.2020.1785483 Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system amongst Chinese, Japanese, and Iranian learners of English: A comparative study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 66–97). Multilingual Matters. Tas, Y., Subaşı, M., & Yerdelen, S. (2019). The role of motivation between perceived teacher support and student engagement in science class. Educational Studies, 45(5), 582–592. https://doi.org/10.1080/03055698.2018.1509778 Taylor, F. (2013). Self and identity in adolescent foreign language learning. Multilingual Matters. Teimouri, Y. (2017). L2 selves, emotions, and motivated behaviors. Studies in Second Language Acquisition, 39(4), 681–709. https://doi.org/10.1017/S0272263116000243 Tennant, J. E., Demaray, M. K., Malecki, C. K., Terry, M. N., Clary, M., & Elzinga, N. (2015). Students’ ratings of teacher support and academic and social-emotional wellbeing. School Psychology Quarterly, 30(4), 494–512. https://doi.org/10.1037/spq0000106 Ucar, F. M., & Sungur, S. (2017). The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement. Research in Science & Technological Education, 35(2), 149–168. https://doi.org/10.1080/02635143.2017.1278684 Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 215–228). Multilingual Matters. Wang, M. T., Hofkens, T., & Ye, F. (2020). Classroom quality and adolescent student engagement and performance in mathematics: A multi-method and multi-informant approach. Journal of Youth and Adolescence, 49(10), 1987–2002. https://doi.org/10.1007/s10964-020-01195-0 Wang, X., Liu, Y. L., Ying, B., & Lin, J. (2021). The effect of learning adaptability on Chinese middle school students’ English academic engagement: The chain mediating roles of foreign language anxiety and English learning self-efficacy. Current Psychology, 1–11,. https://doi.org/10.1007/s12144-021-02008-8 Wen, X., & Piao, M. (2020). Motivational profiles and learning experience across Chinese language proficiency levels. System, 90, 102216. https://doi.org/10.1016/j.system.2020.102216 Wong, T. K., Tao, X., & Konishi, C. (2018). Teacher support in learning: Instrumental and appraisal support in relation to math achievement. Issues in Educational Research, 28(1), 202–219. Yetkin, R., & Ekin, S. (2018). Motivational orientations of secondary school EFL learners toward language learning. Eurasian Journal of Applied Linguistics, 4(2), 375–388. https://doi.org/10.32601/ejal.464202 Yu, S., Jiang, L., & Zhou, N. (2020). The impact of L2 writing instructional approaches on student writing motivation and engagement. Language Teaching Research., 1–16,. https://doi.org/10.1177/1362168820957024 Yulia, M. F., Sulistyo, G. H., & Cahyono, B. Y. (2020). Affective Engagement in Academic Reading: What EFL Student Teachers Reveal. International Journal of Evaluation and Research in Education, 9(3), 791–798. https://doi.org/10.11591/ijere.v9i3.20635 Zare-ee, A., & Hejazi, S. Y. (2018). Iranian University Learners' and Teachers' Views on Adopted and Locally-Developed English Language Teaching Textbooks. International Journal of Instruction, 11(3), 291–308. https://doi.org/10.12973/iji.2018.11321a Zhang, X., Dai, S., & Ardasheva, Y. (2020a). Contributions of (de) motivation, engagement, and anxiety to English listening and speaking. Learning and Individual Differences, 79, 101856. https://doi.org/10.1016/j.lindif.2020.101856 Zhang, H., Sun, C., Liu, X., Gong, S., Yu, Q., & Zhou, Z. (2020b). Boys benefit more from teacher support: Effects of perceived teacher support on primary students’ creative thinking. Thinking Skills and Creativity, 37, 100680. https://doi.org/10.1016/j.tsc.2020.100680