PulseExploreJournal ClubResearchersJournals
Instagram
HomeJournal ClubExplore
Synapse
⌘+K
Synapse
February 21, 2026Acta PsychologicaOpen Access

Perceived teacher–student rapport and academic engagement in Chinese EFL learners: The mediating role of language learning anxiety

View Full Paper
Ask AI
Bookmark
Share

Authors

MLMengying Li

Discussion

Loading...

Member takes

Overview

Examines the impact of teacher-student rapport on academic engagement, with language learning anxiety as a mediator in EFL learners.

Key Points

  • The study aims to explore how teacher-student rapport affects academic engagement in EFL learners and the role of anxiety in this relationship.
  • Mixed-method explanatory design was used.
  • 308 undergraduate EFL learners completed self-report questionnaires.
  • Semi-structured interviews were conducted with 12 learners for qualitative insights.
  • Structural equation modeling (SEM) was applied to analyze quantitative data.
  • Teacher-student rapport positively predicted academic engagement.
  • Higher rapport was associated with lower language learning anxiety.
  • Language learning anxiety was inversely related to academic engagement and acted as a mediator.
  • Qualitative findings revealed that positive rapport reduced anxiety and encouraged participation.

Cite This Study

Mengying Li (2026) studied this question.

synapsesocial.com/papers/69994ba9873532290d01fc28https://doi.org/10.1016/j.actpsy.2026.106432
View Full Paper
Ask AI
Bookmark
Share