{"title":"教师支持及其对 ESL 学生参与混合式学习的影响:L2 勇气和预期努力的中介效应。","authors":"","doi":"10.1016/j.actpsy.2024.104428","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>In the shifting paradigm of English as a Foreign Language (EFL) instruction, blended learning has become increasingly prevalent, necessitating understanding factors that drive student engagement. The research delves into the intricate interaction between teacher support and student engagement, postulating that L2 grit and intended effort function as mediators within this dynamic.</p></div><div><h3>Methods</h3><p>We employed a cross-sectional design involving a sample of 712 EFL students engaged in blended learning courses. Through quantitative analysis, we measured the constructs of teacher support, L2 grit, intended effort, and student engagement with validated scales. Structural Equation Modeling (SEM) was applied to investigate the relationships between these variables and to test the hypothesized mediation effects.</p></div><div><h3>Results</h3><p>The results demonstrated that teacher support correlated with higher levels of student engagement. L2 grit and intended effort were identified as significant mediators in this relationship. L2 grit acted as a bridge between teacher support and student engagement, reflecting the essential role of perseverance and passion for long-term language learning objectives. Intended effort further mediated this relationship, indicating that supportive teacher behaviors foster greater student effort, enhancing overall engagement. The study also revealed a chain mediation effect, suggesting that teacher support sequentially enhances L2 grit, which in turn increases intended effort, cumulatively leading to improved student engagement.</p></div><div><h3>Conclusion</h3><p>The findings offer evidence of the central role of teacher support in bolstering student engagement through the development of L2 grit and the enhancement of intended effort. This paper underlines the necessity of a supportive learning environment in blended EFL settings and presents a novel sequential mediation framework that can guide educators, curriculum designers, and policymakers in creating more effective learning experiences.</p></div>","PeriodicalId":7141,"journal":{"name":"Acta Psychologica","volume":null,"pages":null},"PeriodicalIF":2.1000,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0001691824003056/pdfft?md5=77eb0af3a428187312922d170221d184&pid=1-s2.0-S0001691824003056-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Teacher support and its impact on ESL student engagement in blended learning: The mediating effects of L2 grit and intended effort\",\"authors\":\"\",\"doi\":\"10.1016/j.actpsy.2024.104428\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><p>In the shifting paradigm of English as a Foreign Language (EFL) instruction, blended learning has become increasingly prevalent, necessitating understanding factors that drive student engagement. The research delves into the intricate interaction between teacher support and student engagement, postulating that L2 grit and intended effort function as mediators within this dynamic.</p></div><div><h3>Methods</h3><p>We employed a cross-sectional design involving a sample of 712 EFL students engaged in blended learning courses. Through quantitative analysis, we measured the constructs of teacher support, L2 grit, intended effort, and student engagement with validated scales. Structural Equation Modeling (SEM) was applied to investigate the relationships between these variables and to test the hypothesized mediation effects.</p></div><div><h3>Results</h3><p>The results demonstrated that teacher support correlated with higher levels of student engagement. L2 grit and intended effort were identified as significant mediators in this relationship. L2 grit acted as a bridge between teacher support and student engagement, reflecting the essential role of perseverance and passion for long-term language learning objectives. Intended effort further mediated this relationship, indicating that supportive teacher behaviors foster greater student effort, enhancing overall engagement. The study also revealed a chain mediation effect, suggesting that teacher support sequentially enhances L2 grit, which in turn increases intended effort, cumulatively leading to improved student engagement.</p></div><div><h3>Conclusion</h3><p>The findings offer evidence of the central role of teacher support in bolstering student engagement through the development of L2 grit and the enhancement of intended effort. This paper underlines the necessity of a supportive learning environment in blended EFL settings and presents a novel sequential mediation framework that can guide educators, curriculum designers, and policymakers in creating more effective learning experiences.</p></div>\",\"PeriodicalId\":7141,\"journal\":{\"name\":\"Acta Psychologica\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2024-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S0001691824003056/pdfft?md5=77eb0af3a428187312922d170221d184&pid=1-s2.0-S0001691824003056-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Acta Psychologica\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0001691824003056\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, EXPERIMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Acta Psychologica","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0001691824003056","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, EXPERIMENTAL","Score":null,"Total":0}
Teacher support and its impact on ESL student engagement in blended learning: The mediating effects of L2 grit and intended effort
Background
In the shifting paradigm of English as a Foreign Language (EFL) instruction, blended learning has become increasingly prevalent, necessitating understanding factors that drive student engagement. The research delves into the intricate interaction between teacher support and student engagement, postulating that L2 grit and intended effort function as mediators within this dynamic.
Methods
We employed a cross-sectional design involving a sample of 712 EFL students engaged in blended learning courses. Through quantitative analysis, we measured the constructs of teacher support, L2 grit, intended effort, and student engagement with validated scales. Structural Equation Modeling (SEM) was applied to investigate the relationships between these variables and to test the hypothesized mediation effects.
Results
The results demonstrated that teacher support correlated with higher levels of student engagement. L2 grit and intended effort were identified as significant mediators in this relationship. L2 grit acted as a bridge between teacher support and student engagement, reflecting the essential role of perseverance and passion for long-term language learning objectives. Intended effort further mediated this relationship, indicating that supportive teacher behaviors foster greater student effort, enhancing overall engagement. The study also revealed a chain mediation effect, suggesting that teacher support sequentially enhances L2 grit, which in turn increases intended effort, cumulatively leading to improved student engagement.
Conclusion
The findings offer evidence of the central role of teacher support in bolstering student engagement through the development of L2 grit and the enhancement of intended effort. This paper underlines the necessity of a supportive learning environment in blended EFL settings and presents a novel sequential mediation framework that can guide educators, curriculum designers, and policymakers in creating more effective learning experiences.
期刊介绍:
Acta Psychologica publishes original articles and extended reviews on selected books in any area of experimental psychology. The focus of the Journal is on empirical studies and evaluative review articles that increase the theoretical understanding of human capabilities.