THE MEDIATING ROLE OF ACADEMIC SELF-CONCEPT IN THE LINKAGE BETWEEN TEACHER SUPPORT AND ACADEMIC PROFICIENCY AMONG SECONDARY EFL LEARNERS

Yajun Wu, Xia Kang

Abstract


Based on social support theory, this study aims to verify that the relationship between teacher support and academic proficiency is mediated by academic self-concept in teaching English as a foreign language (EFL) settings. Seventh-grade students (n = 206) and eighth-grade students (n = 293) in a middle school were invited to participate in the questionnaire survey. Structural equation modelling (SEM) and mediation analysis examined the relationship between teacher support, academic self-concept, and academic proficiency among 499 secondary EFL learners. There are three significant findings. First, teacher support positively predicts academic proficiency. Second, academic self-concept was positively correlated with academic proficiency. Third, academic self-concept fully mediated the relationship between teacher support and academic proficiency. This study contributes to the literature by exploring the mediating mechanism between teacher support and academic proficiency in the EFL context. Implications, limitations, and directions for future research are discussed.

 

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Keywords


academic self-concept, academic proficiency, mediating mechanism, secondary EFL learners, teacher support

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DOI: http://dx.doi.org/10.46827/ejes.v10i8.4922

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