Classroom Relationships and Self-Regulated Learning Strategy Use among EFL Students: The Mediating Role of Emotions
Saved in:
| Title: | Classroom Relationships and Self-Regulated Learning Strategy Use among EFL Students: The Mediating Role of Emotions |
|---|---|
| Language: | English |
| Authors: | Qingyao Dan (ORCID |
| Source: | European Journal of Psychology of Education. 2025 40(4). |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades Grade 5 Middle Schools |
| Descriptors: | English (Second Language), Second Language Learning, Emotional Response, Self Management, Grade 4, Grade 5, Elementary School Students, Teacher Student Relationship, Peer Relationship, Foreign Countries |
| Geographic Terms: | China |
| DOI: | 10.1007/s10212-025-01021-w |
| ISSN: | 0256-2928 1878-5174 |
| Abstract: | This study aimed to understand the relations between English as a foreign language (EFL) students' classroom relationships, emotions, and self-regulated learning (SRL) strategy use. Data was collected via a questionnaire completed by 436 4-5th graders in Mainland China. Results of structural equation modelling (SEM) revealed that both teacher-student relationships and peer relationships contributed to students' SRL strategy use. In addition, some of these associations were fully mediated by emotions, and some were not. Specifically, both teacher-student relationships and peer relationships were related to students' emotions (i.e., enjoyment, hope, boredom, empathy, and gratitude) and in turn contributed to their use of SRL strategies (i.e., using prior knowledge and monitoring). However, both teacher-student relationships and peer relationships were directly related to students' use of SRL strategies (i.e., contextual regulation and evaluation), without the mediation of emotions. Although it was found that the predictive power of teacher-student relationships was more substantial than peer relationships in emotions and SRL strategy use, both types of classroom relationships demonstrated unique and significant functions. Implications for constructing a caring and supportive classroom culture and enhancing EFL students' SRL strategy use are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492420 |
| Database: | ERIC |
| Abstract: | This study aimed to understand the relations between English as a foreign language (EFL) students' classroom relationships, emotions, and self-regulated learning (SRL) strategy use. Data was collected via a questionnaire completed by 436 4-5th graders in Mainland China. Results of structural equation modelling (SEM) revealed that both teacher-student relationships and peer relationships contributed to students' SRL strategy use. In addition, some of these associations were fully mediated by emotions, and some were not. Specifically, both teacher-student relationships and peer relationships were related to students' emotions (i.e., enjoyment, hope, boredom, empathy, and gratitude) and in turn contributed to their use of SRL strategies (i.e., using prior knowledge and monitoring). However, both teacher-student relationships and peer relationships were directly related to students' use of SRL strategies (i.e., contextual regulation and evaluation), without the mediation of emotions. Although it was found that the predictive power of teacher-student relationships was more substantial than peer relationships in emotions and SRL strategy use, both types of classroom relationships demonstrated unique and significant functions. Implications for constructing a caring and supportive classroom culture and enhancing EFL students' SRL strategy use are discussed. |
|---|---|
| ISSN: | 0256-2928 1878-5174 |
| DOI: | 10.1007/s10212-025-01021-w |
