Dongmei Wang
Qiusheng Wu2- 1School of Foreign Languages, Hubei University of Economics, Wuhan, China
- 2Department of Foreign Languages, Wannan Medical College, Wuhu, China
- 3College of Overseas Education, Sanming University, Sanming, China
This study explores the link between Teacher Care Behavior (TCB) and English Learning Performance (ELP), examining a serial multiple mediation of English Learning Motivation (ELM), English learning Engagement (ELE), English Self-efficacy (ESE), and English learning Strategies (ELS). A questionnaire survey assessed these factors, with ELP based on CET-4 (College English test-band 4) scores. The serial multiple mediation model revealed TCB positively predicts ELP through two motivational-cognitive chains based on Self-Determination Theory (SDT) and Social Cognitive Theory (SCT). The SDT-driven motivational pathway is TCB → ELM→ELE → ELP and SCT-driven cognitive-efficacy pathway is TCB → ESE → ELS → ELP. These findings offer new insights into TCB and student psychological mechanisms in foreign language (FL) learning, providing a theoretical and practical basis for optimizing the learning environment and enhancing outcomes.
1 Introduction
In many countries, like China, English is regarded as the most important FL and highly valued. However, for many students, English learning remains a significant challenge, becoming a bottleneck to their academic and career development (Wang, 2023). Therefore, exploring the factors influencing English learning, particularly the interaction between the environment, such as teachers and students’ psychological mechanisms, has become a hot topic in the field of FL education (Ma et al., 2017, 2022; Sun, 2021; Wang, 2023).
Following Lei (2014), Teacher Care Behavior (TCB) is defined as a multidimensional construct encompassing: conscientiousness, such as diligent task completion, instant homework feedback, fairness in rewards and punishment, strictness with students’ learning etc., support, manifested in academic/emotional investment such as individualized feedback, taking time to know, concern and interact with students etc., and inclusiveness, such as accommodating student needs, accepting students’ weakness, encouragement of class questioning and answering, etc. Crucially, TCB differs from general teacher support by emphasizing proactive emotional attunement rather than reactive aid (O’Connor, 2008). Despite established evidence linking TCB to academic outcomes (Lei et al., 2015), three critical theoretical and cont