The relationship between teacher care behavior and English learning performance: a serial multiple mediation model

Area of Science:

• Educational Psychology
• Second Language Acquisition
• Learning Sciences

Background:

• Teacher Care Behavior (TCB) is crucial for student development.
• Understanding the psychological mechanisms linking TCB to English Learning Performance (ELP) is essential for effective pedagogy.

Purpose of the Study:

• To investigate the serial multiple mediation effects of English Learning Motivation (ELM), Engagement (ELE), Self-efficacy (ESE), and Strategies (ELS) between TCB and ELP.
• To explore the pathways predicted by Self-Determination Theory (SDT) and Social Cognitive Theory (SCT).

Main Methods:

• A questionnaire survey was administered to assess TCB, ELM, ELE, ESE, and ELS.
• English Learning Performance (ELP) was measured using College English test-band 4 (CET-4) scores.
• Serial multiple mediation analysis was employed to examine the proposed pathways.

Main Results:

• TCB positively predicted ELP through two distinct serial mediation pathways.
• The Self-Determination Theory (SDT) pathway: TCB → ELM → ELE → ELP.
• The Social Cognitive Theory (SCT) pathway: TCB → ESE → ELS → ELP.

Conclusions:

• TCB significantly enhances ELP via motivational (ELM, ELE) and cognitive-efficacy (ESE, ELS) routes.
• Findings provide theoretical insights into student psychological mechanisms in foreign language learning.
• Results offer practical implications for optimizing learning environments and improving student outcomes.