Examining the role of classroom climate and teacher-student relationships in EFL students’ perceived learning outcomes: A self-determination theory perspective
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引用次数: 0
Abstract
Research corroborates that classroom atmosphere and the quality of relationships between teachers and learners play a major role in second/foreign language (L2) learning. However, their contribution to learning outcomes has been overlooked. To fill this gap, the present study drew on attachment theory (AT) and self-determination theory (SDT) to assess the interplay between classroom climate, teacher-student relationships, and learning outcomes from the perspective of Chinese EFL students. Moreover, it explored the predictive role of classroom climate and teacher-student relationship in Chinese EFL students’ perceived learning outcomes. To do so, three questionnaires were distributed among a large sample of EFL students (N = 413) in China. Afterward, AMOS software, structural equation modeling (SEM), and confirmatory factor analysis (CFA) were performed to analyze the data. The results showed a strong and significant correlation among perceived learning outcomes, teacher-student relationship, and classroom climate. Regression analysis also revealed that both teacher-student relationship (β =.211, p =.000) and classroom climate (β =.434, p =.000) were significant predictors of EFL learners’ perceived learning outcomes. They could jointly predict 39.8 % of the variance in perceived learning outcomes. The results provide a new understanding of the contributions of learning environment and classroom interactions to students’ learning.
期刊介绍:
Learning and Motivation features original experimental research devoted to the analysis of basic phenomena and mechanisms of learning, memory, and motivation. These studies, involving either animal or human subjects, examine behavioral, biological, and evolutionary influences on the learning and motivation processes, and often report on an integrated series of experiments that advance knowledge in this field. Theoretical papers and shorter reports are also considered.