The association between teacher-student relationship and academic achievement in Chinese EFL context: a serial multiple mediation model

Abstract

The present study examined the link between teacher–student relationship at the class level and academic achievement via the serial multiple mediation effect of self-efficacy and learning strategy in Chinese EFL context with 11,036 eighth graders. Student-reported measures of teacher–student relationship, English self-efficacy, learning strategy and curriculum-based measures of English achievement were collected in fall 2015. Multilevel mediation model revealed that the positive relationship between teacher–student relationship at the class level and English achievement was partially mediated by self-efficacy, cognitive and metacognitive strategy, and serially mediated by self-efficacy and then learning strategy in Chinese EFL context, controlling for SES and gender. The findings suggest that positive teacher–student relationship can help students to develop English proficiency by fostering their English self-efficacy and use of learning strategy. The results of the present study extend our understanding of influential factors in foreign language learning processes and hold substantive theoretical and practical implications for educational researchers as well as teachers.

Keywords:

• Teacher–student relationship
• self-efficacy
• learning strategy
• mediation effect

Acknowledgements

The data of this research are from Regional Education Monitoring Project of Collaborative Innovation Center of Assessment towards Basic Education Quality. We also acknowledge the assistance provided by Professor Dennis M. McInerney and Professor Hongyun Liu in commenting on earlier drafts of this paper and data analysis.