A Serial Mediation Model Testing Associations between Teacher-Student Relationship, Resilience, Autonomous Learning and Academic Performance in the Chinese EFL Context
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| Title: | A Serial Mediation Model Testing Associations between Teacher-Student Relationship, Resilience, Autonomous Learning and Academic Performance in the Chinese EFL Context |
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| Language: | English |
| Authors: | Tianxue Cui (ORCID |
| Source: | Language Teaching Research. 2026 30(4):1938-1961. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 8 |
| Descriptors: | Foreign Countries, Measures (Individuals), Rating Scales, Teacher Student Relationship, Resilience (Psychology), Language Teachers, English (Second Language), Middle Schools, Grade 8, Public Schools, Private Schools, Classroom Environment, Independent Study, Academic Achievement, Sex, Socioeconomic Status |
| Geographic Terms: | China |
| Assessment and Survey Identifiers: | Student Teacher Relationship Scale, Connor Davidson Resilience Scale |
| DOI: | 10.1177/13621688231166771 |
| ISSN: | 1362-1688 1477-0954 |
| Abstract: | The current study investigated the relationship between students' perceived teacher-student relationship (SPTSR) and their performance in English via multiple mediation effects of resilience and autonomous learning in the Chinese English as a foreign language (EFL) context. The participants were 15,184 eighth-graders from China. Results of the multilevel mediation model revealed that after controlling for students' gender, socioeconomic status (SES), and school type, the positive association between SPTSR and students' academic outcomes in English was partially and serially mediated by the resilience and autonomous learning. The current study sheds new light on the crucial mediating roles of resilience and autonomous learning in improving EFL learners' English proficiency. We recommend that English language teachers establish a friendly and equal classroom climate, which may enhance students' resilience to cope with learning setbacks. Such positive beliefs help stimulate students' autonomy in English language learning, which in turn promotes performance in learning English. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502935 |
| Database: | ERIC |
| Abstract: | The current study investigated the relationship between students' perceived teacher-student relationship (SPTSR) and their performance in English via multiple mediation effects of resilience and autonomous learning in the Chinese English as a foreign language (EFL) context. The participants were 15,184 eighth-graders from China. Results of the multilevel mediation model revealed that after controlling for students' gender, socioeconomic status (SES), and school type, the positive association between SPTSR and students' academic outcomes in English was partially and serially mediated by the resilience and autonomous learning. The current study sheds new light on the crucial mediating roles of resilience and autonomous learning in improving EFL learners' English proficiency. We recommend that English language teachers establish a friendly and equal classroom climate, which may enhance students' resilience to cope with learning setbacks. Such positive beliefs help stimulate students' autonomy in English language learning, which in turn promotes performance in learning English. |
|---|---|
| ISSN: | 1362-1688 1477-0954 |
| DOI: | 10.1177/13621688231166771 |
