Construction and Validation of a Scale to Measure College EFL Students' Perceived Teacher Support
Bibliographic Data
| ID | 3471240 |
|---|---|
| Authors | Junjian Liang (0009-0007-5229-6041, Wuhan University of Science and Technology), Zaibo Long (0000-0002-0845-4897, Wuhan University of Science and Technology, corresponding author) |
| Year | 2024 |
| Volume | 14 |
| Issue | 4 |
| Publication date | 2024-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/21582440241276983 |
| OpenAlex | W4403656503 |
| Language | EN |
| Citations received | 2 |
| References cited | 55 |
Students' perceived teacher support (SPTS) is considered crucial to students' learning. But most existing SPTS scales were developed for the field of general education, and there is a lack of studies that attempt to develop a tailored scale specifically for the context of EFL learning. This study interviewed 86 Chinese college EFL learners and surveyed 1,089 Chinese non-English majors to develop an SPTS scale specifically for the context of college EFL learning in China. Exploratory and confirmatory factor analyses were conducted. The result indicated that SPTS is a tripartite construct consisting of emotional, intellectual, and social support. This study contributes to a better understanding of the unique aspects of language teaching and emphasizes the significance of tailored SPTS scales in different educational settings. The study elucidates the importance of SPTS in college EFL learning, providing guidance for effective teaching practices to enhance students' learning experience
Developmental psychology · Mathematics education · Psychometrics · Test validity · Applied Psychology · Computer Science · EFL/ESL Teaching and Learning · Psychology · Teacher Education and Leadership Studies · Teacher Professional Development and Motivation
A Confirmatory Factor Analysis of the End-User Computing Satisfaction Instrument
Structural Equation Modeling and Regression
Social relationships and motivation in middle school
Emotional support and expectations from parents, teachers, and peers predict adolescent competence at school.
Self-Efficacy as an Engaged Learner
What Type of Support Do They Need? Investigating Student Adjustment as Related to Emotional, Informational, Appraisal, and Instrumental Support.
Relation of Academic Support From Parents, Teachers, and Peers to Hong Kong Adolescents' Academic Achievement
Autonomy, competence, and relatedness in the classroom
Relationships Matter
Toward an ecological theory of social perception.
Social environment of junior high and high school classrooms.
Teacher Support and the School Engagement of Latino Middle and High School Students at Risk of School Failure
Dynamics of Teacher–Student Relationships
Teacher emotions in the classroom
On the evaluation of structural equation models
Cutoff criteria for fit indexes in covariance structure analysis
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement
Intrinsic Motivation and Self-Determination in Human Behavior
A New Approach to Assessing Strategic Learning
Using a language socialization framework to explore Chinese Students’ L2 Reticence in English language learning
Generalizability in Factorable Domains
Students’ Trait Emotional Intelligence and Perceived Teacher Emotional Support in Preventing Burnout
Investigating Teacher Reformulations in EFL Classroom Interaction
Adolescent Behavioral, Emotional, and Cognitive Engagement Trajectories in School and Their Differential Relations to Educational Success
The relationship between EFL learners' beliefs and learning strategy use
Unravelling students’ perceived EFL teacher support
Understanding the impact of listening strategy instruction on listening strategy use from a socio-cultural perspective
Communicating in a second language
Asian students' reticence revisited
Teachers matter
The effect of positive orientation and perceived social support on foreign language classroom anxiety
Academic Support by Significant Others and Educational Resilience in Mexican-Origin Ninth Grade Students From Intact Families
An investigation into the association between student-perceived affective teacher variables and students’ L2-Grit
The predictive effect of perceived teacher support on college EFL learners’ online learning engagement
Modelling the contribution of English language learners’ academic buoyancy and self-efficacy to L2 grit
The mediating effect of self-efficacy between teacher emotional support and interaction engagement in EFL learning
Demystifying the predictive role of students’ perceived foreign language teacher support in foreign language anxiety
The mediating role of perceived teacher emotional support in EFL students’ social-emotional competence and psychological well-being
Adults make a difference
The Relationship between Social Support, Self‐Efficacy, and English Language Learning Achievement in Hong Kong
Student Engagement in Instructional Activity
Using thematic analysis in psychology
The "What" and "Why" of Goal Pursuits
Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation
Principles and Practice of Structural Equation Modeling
The Structural Relationship Between Teacher Support and Willingness to Communicate
Emotional Scaffolding
Modeling the Continuance Intention to Use Automated Writing Evaluation Among Chinese EFL Learners
Age and Gender Differences in the Relation Between School-Related Social Support and Subjective Well-Being in School Among Students
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |