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

References

• Abedini, A., Rahimi, A., & Zare-ee, A. (2011). Relationship between Iranian EFL learners’ beliefs about language learning, their language learning strategy use and their language proficiency. Procedia-Social and Behavioral Sciences, 28, 1029–1033.10.1016/j.sbspro.2011.11.188
   Google Scholar
• Akyol, G., Sungur, S., & Tekkaya, C. (2010). The contribution of cognitive and metacognitive strategy use to students’ science achievement. Educational Research and Evaluation, 16, 1–21.10.1080/13803611003672348
   Google Scholar
• Anam, S., & Stracke, E. (2016). Language learning strategies of Indonesian primary school students: In relation to self-efficacy beliefs. System, 60, 1–10.10.1016/j.system.2016.05.001
   Web of Science ®Google Scholar
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Bonney, C., Cortina, K., Smith-Darden, J., & Fiori, K. (2008). Understanding strategies in foreign language learning: Are integrative and intrinsic motives distinct predictors? Learning and Individual Differences, 18, 1–10.10.1016/j.lindif.2007.11.005
   Web of Science ®Google Scholar
• Bowlby, J. (1980). Attachment and loss. Vol. 3. Loss, sadness, and depression. New York, NY: Basic Books.
   Google Scholar
• Brophy, J. (2010). Motivating students to learn (3rd ed.). New York, NY: Routledge.
   Google Scholar
• Burchinal, M. R., Peisner-Feinberg, E., Pianta, R., & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40, 415–436.10.1016/S0022-4405(02)00107-3
   Web of Science ®Google Scholar
• Camahalan, F. M. (2006). Effect of self-regulated learning on mathematics achievement of selected Southeast Asian Children. Journal of Instructional Psychology, 33, 194–205.
   Google Scholar
• Chen, B. H., Chiu, W. C., & Wang, C. C. (2015). The relationship among academic self-concept, learning strategies, and academic achievement: A case study of national vocational college students in Taiwan via SEM. The Asia-Pacific Education Researcher, 24(2), 419–431. doi:10.1007/s40299-014-0194-1
   Web of Science ®Google Scholar
• Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macro theory of human motivation, development, and health. Canadian Psychology, 49(3), 182–185.10.1037/a0012801
   Web of Science ®Google Scholar
• Deci, E. L., & Ryan, R. M. (2012). Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 85–107). Oxford: Oxford University Press Inc.
   Google Scholar
• den Brok, P., Bergen, T., Stahl, R. J., & Brekelmans, M. (2004). Students’ perceptions of teacher control behaviours. Learning and Instruction, 14(4), 425–443. doi:10.1016/j.learninstruc.2004.01.004
   Web of Science ®Google Scholar
• den Brok, P., Fisher, D., & Scott, R. (2005). The importance of teacher interpersonal behaviour for student attitudes in Brunei primary science classes. International Journal of Science Education, 27(7), 765–779.10.1080/09500690500038488
   Web of Science ®Google Scholar
• Duoduo, X., & Jaap, D. (2016). Migrant Children in Shanghai: A research note on the PISA-Shanghai controversy. Chinese Sociological Review, 48(3), 271–295.
   Web of Science ®Google Scholar
• Eccles, J. S. (2007). Families, schools, and developing achievement related motivations and engagement. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization (pp. 665–691). New York, NY: Guilford Press.
   Google Scholar
• Erika, H. (2013). Interpreting the early language trajectories of children from low-ses and language minority homes: Implications for closing achievement gaps. Developmental Psychology, 4(1), 4–14.
   Google Scholar
• Fadlelmula, F. K., Cakiroglu, E., & Sungur, S. (2015). Developing a structural model on the relationship among motivational belief, self-regulated learning strategies, and achievement in mathematics. International Journal of Science and Math Education, 13, 1355–1375. doi:10.1007/s10763-013-9499-4
   Web of Science ®Google Scholar
• Fernald, A., Marchman, V. A., & Weisleder, A. (2013).  SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16(2), 234–248.10.1111/desc.12019
   PubMed Web of Science ®Google Scholar
• Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148–162. doi:10.1037/0022-0663.95.1.148
   Web of Science ®Google Scholar
• Green, J. M., & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29(2), 261–297.10.2307/3587625
   Web of Science ®Google Scholar
• Griffiths, C. (2003). Patterns of language learning strategy use. System, 31, 367–383.10.1016/S0346-251X(03)00048-4
   Google Scholar
• Griffiths, C. (2015). What have we learnt from good language learners? ELT Journal, 69(4), 425–433. doi:10.1093/elt/ccv040
   Web of Science ®Google Scholar
• Hamre, B. K., & Pianta, R. C. (2001). Early teacher child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72, 625–638.10.1111/cdev.2001.72.issue-2
   PubMed Web of Science ®Google Scholar
• Hsieh, P. P., & Kang, H. S. (2010). Attribution and self-efficacy and their interrelationship in the Korean EFL context. Language Learning, 60, 606–627. doi:10.1111/j.1467-9922.2010.00570.x
   Web of Science ®Google Scholar
• Hsieh, P. H. P., & Schallert, D. L. (2008). Implications from self-efficacy and attribution theories for an understanding of undergraduates motivation in a foreign language course. Contemporary Educational Psychology, 33, 513–532. doi:10.1016/j.cedpsych.2008.01.003
   Web of Science ®Google Scholar
• Hughes, J. N. (2011). Longitudinal effects of teacher and student perceptions of TSR qualities on academic adjustment. The Elementary School Journal, 112(1), 38–60.10.1086/660686
   PubMed Web of Science ®Google Scholar
• Hughes, J. N. (2012). Teacher-student relationships and school adjustment: Progress and remaining challenges. Attachment & Human Development, 14(3), 319–327.10.1080/14616734.2012.672288
   PubMed Web of Science ®Google Scholar
• Hughes, J. N., & Kwok, O. (2007). The influence of student-teacher and parent-teacher relationships on lower achieving readers’ engagement and achievement in the primary grades. Journal of Educational Psychology, 99, 39–51.10.1037/0022-0663.99.1.39
   PubMed Web of Science ®Google Scholar
• Hughes, J. N., Luo, W., Kwok, O., & Loyd, L. (2008). Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study. Journal of Educational Psychology, 100, 1–14. doi:10.1037/0022-0663.100.1.1
   PubMed Web of Science ®Google Scholar
• Hughes, J. N., Wu, J. Y., Kwok, O. M., Villarreal, V., & Johnson, A. Y. (2012). Indirect effects of child reports of teacher-student relationship on achievement. Journal of Educational Psychology, 104(2), 350–365. doi:10.1037/a0026339
   PubMed Web of Science ®Google Scholar
• Kim, H., Fisher, D., & Fraser, B. (2000). Classroom environment and teacher interpersonal behaviour in secondary science classes in Korea. Evaluation and Research in Education, 14, 3–22.10.1080/09500790008666958
   Google Scholar
• Kissau, S. (2006). Gender differences in motivation to learn French. Canadian Modern Language Review, 3, 402–422.
   Google Scholar
• Kobayashi, Y. (2002). The role of gender in foreign language learning attitudes: Japanese female students’ attitudes towards English learning. Gender and Education, 14(2), 181–197.10.1080/09540250220133021
   Web of Science ®Google Scholar
• Koutsoulis, M. K., & Campbell, J. R. (2001). Family processes affect students’ motivation, and science and math achievement in Cypriot high schools. Structural Equation Modeling: A Multidisciplinary Journal, 8, 108–127.10.1207/S15328007SEM0801_6
   Web of Science ®Google Scholar
• Krull, J. L., & MacKinnon, D. P. (2001). Multilevel modelling of individual and group level mediated effects. Multivariate Behavioral Research, 36, 249–277.10.1207/S15327906MBR3602_06
   PubMed Web of Science ®Google Scholar
• Lee, J. C., Yin, H., & Zhang, Z. (2009). Exploring the influence of the classroom environment on students’ motivation and self-regulated learning in Hong Kong. Asia-Pacific Education Researcher, 18(2), 219–232.
   Web of Science ®Google Scholar
• Li, Y., Hughes, J. N., Kwok, O., & Hsu, H. (2011). Evidence of convergent and divergentvalidity of child, teacher, and peer reports of teacher-student support. Psychological Assessment, 23(23), 44–63.
   PubMed Web of Science ®Google Scholar
• Li, Y., & Wang, C. (2010). An empirical study of reading self-efficacy and the use of reading strategies in the Chinese EFL context. The Asian EFL Journal Quarterly, 12(2), 144–162.
   Google Scholar
• Magogwe, J. L., & Oliver, R. (2007). The relationship between language learning strategies, proficiency, age and self-efficacy beliefs: A study of language learners in Botswana. System, 35, 338–352.10.1016/j.system.2007.01.003
   Google Scholar
• Martin, D. P., & Rimm-Kaufman, S. E. (2015). Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math? Journal of School Psychology, 53, 359–373.10.1016/j.jsp.2015.07.001
   PubMed Web of Science ®Google Scholar
• McElhaney, K. B., Antonishak, J., & Allen, J. P. (2008). “They like me, they like me not”: Popularity and adolescents’ perceptions of acceptance. Child Development, 79, 493–513.
   PubMed Web of Science ®Google Scholar
• Meehan, B. T., Hughes, J. N., & Cavell, T. A. (2003). TSRs as compensatory resources for aggressive children. Child Development, 74, 1145–1157.10.1111/cdev.2003.74.issue-4
   PubMed Web of Science ®Google Scholar
• Mercer, S. H., Nellis, L. M., Martínez, R. S., & Kirk, M. (2011). Supporting the students most in need: Academic self-efficacy and perceived teacher support in relation to within-year academic growth. Journal of School Psychology, 49(3), 323–338. doi:10.1016/j.jsp.2011.03.006
   PubMed Web of Science ®Google Scholar
• Mills, N., Pajares, F., & Herron, C. (2006). A reevaluation of the role of anxiety: self-efficacy, anxiety, and their relation to reading and listening proficiency. Foreign Language Annals, 39, 276–295. doi:10.1111/j.1944-9720.2006.tb02266.x
   Web of Science ®Google Scholar
• Mills, N., Pajares, F., & Herron, C. (2007). Self-efficacy of college intermediate French students: relation to achievement and motivation. Language Learning, 57(3), 417–442. doi:10.1111/j.1467-9922.2007.00421.x
   Web of Science ®Google Scholar
• Murray, C., & Greenberg, M. T. (2006). Examining the importance of social relationships and social contexts in the lives of children with high-incidence disabilities. The Journal of Special Education, 39, 220–233.10.1177/00224669060390040301
   Web of Science ®Google Scholar
• O’Connor, E., & McCartney, K. (2007). Examining teacher-child relationships and achievement as part of an ecological model of development. American Educational Research Journal, 44, 340–369. doi:10.3102/0002831207302172
   Web of Science ®Google Scholar
• Opdenakker, M. C., Maulana, R., & den Brok, P. (2012). Teacher–student interpersonal relationships and academic motivation within one school year: Developmental changes and linkage. School Effectiveness and School Improvement, 23(1), 95–119. doi:10.1080/09243453.2011.619198
   Web of Science ®Google Scholar
• Oxford, R. (1990). Language learning strategies: What every good teacher should know. New York, NY: Newbury House.
   Google Scholar
• Pajares, F. (2006). Self-efficacy during childhood and adolescence: Implications for teachers and parents. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 339–367). Greenwich, CT: Information Age Publishing.
   Google Scholar
• Pajares, F., Britner, S. L., & Valiante, G. (2000). Relation between performance goals and self-beliefs of middle school students in writing and science. Contemporary Educational Psychology, 25, 406–422. doi:10.1006/ceps.1999.1027
   PubMed Web of Science ®Google Scholar
• Perry, L. B., & McConney, A. (2010). Does the SES of the school matter? An examination of socioeconomic status and student schievement using PISA 2003. Teachers College Record, 112(4), 1137–1162.
   Web of Science ®Google Scholar
• Pianta, R. C., Hamre, B., & Stuhlman, M. (2003). Relationships between teachers and children. In W. M. Reynolds & G. E. Miller (Eds.), Handbook of psychology: Educational psychology, Vol. 7 (pp. 199–234). Hoboken, NJ: Wiley.
   Google Scholar
• Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). San Diego, CA: Academic Press.10.1016/B978-012109890-2/50043-3
   Google Scholar
• Rivera-Mills, S., & Plonsky, L. (2007). Empowering students with language learning strategies: A critical review of current issues. Foreign Language Annals, 40, 535–548.10.1111/flan.2007.40.issue-3
   Web of Science ®Google Scholar
• Roorda, D., Koomen, H., Spilt, J., & Oort, F. (2011). The influence of affective TSRs on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529.
   Web of Science ®Google Scholar
• Saft, E. W., & Pianta, R. C. (2001). Teachers’ perceptions of their relationships with student: Effects of child age, gender, and ethnicity of teachers and children. School Psychology Quarterly, 16, 125–141.10.1521/scpq.16.2.125.18698
   Web of Science ®Google Scholar
• Sase, A. S., Abdelaal, N. M., & Amhimmid, N. S. (2015). Investigating motivation among Libyan high school students. International Journal of English Linguistics, 5, 59–65. doi:10.5539/ijel.v5n6p59
   Web of Science ®Google Scholar
• Shawer, S. F. (2016). Four language skills performance, academic achievement, and learning strategy use in preservice teacher training programs. TESOL Journal, 7(2), 262–303. doi:10.1002/tesj.202
   Web of Science ®Google Scholar
• Sobel, M. E. (1982). Asymtotic intervals for indirect effects in structural equations models. In S. Leinhart (Ed.), Sociological Methodology (pp. 290–312). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Taylor, A. B., MacKinnon, D. P., & Tein, J. Y. (2008). Test of the three-path mediated effect. Organizational Research Methods, 11(2), 241–269.10.1177/1094428107300344
   Web of Science ®Google Scholar
• Telli, S., Brok, P., & Cakiroglu, J. (2010). The importance of teacher-student interpersonal relationships for Turkish students’ attitudes towards science. Research in Science & Technological Education, 28(3), 261–276. doi:10.1080/02635143.2010.501750
   Web of Science ®Google Scholar
• Usher, E. L., & Pajares, F. (2008). Self-efficacy for self-regulated learning: A validation study. Educational and Psychological Measurement, 68(3), 443–463. doi:10.1177/0013164407308475
   Web of Science ®Google Scholar
• Vandergrift, L. (2003). Orchestrating strategy use: Towards a model of the skilled L2 listener. Language Learning, 53, 461–494.
   Web of Science ®Google Scholar
• Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26, 70–89.10.1093/applin/amh039
   Web of Science ®Google Scholar
• Velayutham, S., & Aldridge, J. M. (2013). Influence of psychosocial classroom environment on students’ motivation and self-regulation in science learning: A structural equation modeling approach. Research in Science Education, 43(2), 507–527. doi:10.1007/s11165-011-9273-y
   Web of Science ®Google Scholar
• Verschueren, K., & Koomen, H. M. (2012). Teacher-child relationships from an attachment perspective. Attachment & Human Development, 14(3), 205–211.10.1080/14616734.2012.672260
   PubMed Web of Science ®Google Scholar
• Voyer, D., & Voyer, S. D. (2014). Gender differences in scholastic achievement: A meta-analysis. Psychological Bulletin, 140, 1174–1204. doi:10.1037/a0036620
   PubMed Web of Science ®Google Scholar
• Wang, C., Kim, D. H., Bai, R., & Hu, J. (2014). Psychometric properties of a self-efficacy scale for English language learners in China. System, 44, 24–33. doi:10.1016/j.system.2014.01.015
   Web of Science ®Google Scholar
• Wei, M., den Brok, P., & Zhou, Y. (2009). Teacher interpersonal behaviour and student achievement in English as a foreign language classrooms in China. Learning Environments Research, 12(3), 157–174.10.1007/s10984-009-9059-6
   Google Scholar
• Wei, M., & Onsawad, A. (2007). English teachers’ actual and ideal interpersonal behavior and students’ outcomes in secondary schools of Thailand. The Journal of Asia TEFL, 4(2), 95–121.
   Google Scholar
• Wei, M., Zhou, Y., Barber, C., & den Brok, P. (2015). Chinese students’ perceptions of teacher-student interpersonal behavior and implications. System, 55, 134–144. doi:10.1016/j.system.2015.09.007
   Web of Science ®Google Scholar
• Woodrow, L. (2011). College English writing affect: Self-efficacy and anxiety. System, 39, 510–522. doi:10.1016/j.system.2011.10.017
   Web of Science ®Google Scholar
• Wubbels, T., & Brekelmans, M. (2005). Two decades of research on teacher–student relationships in class. International Journal of Educational Research, 43, 6–24. doi: 10.1177/109442810730034410.1016/j.ijer.2006.03.003
   Web of Science ®Google Scholar
• Yıldırım, S. (2012). Teacher support, motivation, learning strategy use and achievement: A multilevel mediation model. The Journal of Experimental Education, 80(2), 150–172.
   Web of Science ®Google Scholar
• Zhong, Q. (2015). Changes in two migrant learners’ beliefs, learning strategy use and language achievements in a New Zealand context. System, 53, 107–118.10.1016/j.system.2015.07.001
   Web of Science ®Google Scholar
• Zimmerman, B. J. (2000a). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13–39). San Diego, CA: Academic Press.10.1016/B978-012109890-2/50031-7
   Google Scholar
• Zimmerman, B. J. (2000b). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91. doi:10.1006/ceps.1999.1016
   PubMed Web of Science ®Google Scholar