Exploring the Effects of Professor-Student Rapport, Grit and Motivation on Engagement in AI-Assisted English Classrooms: A Mixed-Methods Study From a Self-Determination Theory

IF 3.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Journal of Education Pub Date : 2025-09-15 DOI:10.1111/ejed.70261

Guanghui He

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引用次数: 0

Abstract

Guided by Self-Determination Theory, this mixed-methods study investigates how professor-student rapport, grit and motivation affect engagement among Chinese university students learning English. Quantitative data were collected from 721 students through self-report questionnaires, and qualitative data were obtained through semi-structured interviews with 20 learners. Quantitative data were analysed using SPSS 27.0 and AMOS 26.0, while qualitative interview data were examined through thematic analysis in NVivo. Structural Equation Modelling revealed that professor-student rapport significantly predicted grit, motivation and engagement. In addition, both grit and motivation positively predicted engagement, and mediation effects were observed. Interview findings further supported these relationships, highlighting the motivational and emotional processes underlying students' engagement in AI-supported learning. The study extends Self-Determination Theory into the context of AI-assisted language learning and offers practical implications for fostering student engagement through relational and motivational support in digitally enhanced classrooms.

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探讨师生关系、毅力和动机对人工智能辅助英语课堂参与度的影响：一项基于自我决定理论的混合方法研究

在自我决定理论的指导下，本研究采用混合方法研究了师生关系、毅力和动机对中国大学生英语学习投入的影响。通过自述式问卷收集721名学生的定量数据，通过对20名学习者的半结构化访谈获得定性数据。定量数据使用SPSS 27.0和AMOS 26.0进行分析，定性访谈数据通过NVivo的专题分析进行检验。结构方程模型显示，教授与学生之间的融洽关系显著地预测了毅力、动机和投入。此外，毅力和动机均能正向预测敬业度，并存在中介效应。访谈结果进一步支持了这些关系，强调了学生参与人工智能支持学习的动机和情感过程。该研究将自我决定理论扩展到人工智能辅助语言学习的背景下，并为在数字化增强的教室中通过关系和动机支持促进学生参与提供了实际意义。

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来源期刊

European Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： The prime aims of the European Journal of Education are: - To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective - To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences - To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.