Perceived instructional environment and English achievement: The mediating role of student engagement

Abstract

This study examined the mediating role of student engagement in the relationship between students’ perception of the instructional environment and English course achievement. The study sample consisted of 456 volunteer students studying in the 6th grade of secondary school in Türkiye. Structural equation modeling was used to examine the mediation relationship between variables. According to the analysis, REACT explains 66% of the SES variance, and both REACT and SES explain 37% of the achievement variance. Moreover, mediational pathways going through SES significantly predicted achievement. In addition, the study determined that SES played a partial mediating role in the relationship between REACT and English achievement. Based on the finding in this study that 90% of the total effect of REACT on achievement is realized through SES, it can be said that teachers can increase students’ achievements in English by supporting their participation in lessons.

Keywords:

• Academic achievement
• perceived instructional environment
• student engagement

Disclosure statement

This study was conducted as part of the 1st author’s master’s thesis. The authors report that there are no competing interests to declare.

Ethical approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the Ethics Committee of University of Balıkesir and Ministry of Education. The ethics committee approval for this study was obtained from the Ethics Committee of Balıkesir University, dated 12.01.2021 and Numbered E.2470.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.