A Study on the Effect of Teacher Support on College Students’ English Learning Engagement : Mediating Role of Learning Motivation and Moderating Role of Self-Regulated Learning

다국어 초록 (Multilingual Abstract)

The purpose of this research was to explore the effect of teacher support on English learning engagement of Chinese college students. Additionally, this study aimed to explore the mediating role of learning motivation in the relationship between teacher support and English learning engagement, and the moderating role of self-regulated learning in the relationship between learning motivation and English learning engagement among Chinese college students. This study established a research model and hypotheses based on the relationships between variables identified in prior research. The subjects were undergraduate students (from freshman to senior year) at A University in Tianjin, China. Data analysis was conducted on 447 valid questionnaires. To achieve the research objectives, this study used the software of SPSS29.0 to conduct descriptive statistical analysis, correlation analysis and regression analysis on the collected data. The results of the study are as follows. Firstly, teacher support has a positive effect on English learning engagement of Chinese college students. Secondly, teacher support has a positive effect on learning motivation of Chinese college students. Thirdly, learning motivation has a positive effect on learning engagement of Chinese college students. Fourthly, learning motivation mediates the relationship between teacher support and college students’ English learning engagement. Fifthly, self-regulated learning plays a moderating role between learning motivation and college students’ English learning engagement. The educational significance of this study lies in its potential to serve as a fundamental theoretical basis for English education activities. And the research results of this study also have certain reference value when relevant departments formulate education policies or conduct reform on English teaching. In addition, English educators can carry out English teaching activities based on the results of this study, thereby increasing the English learning engagement of Chinese college students. Key words: teacher support, learning motivation, learning engagement, self-regulated learning, college English learning

목차 (Table of Contents)

• Ⅰ. Introduction 1
• 1. Research Necessity1
• 2. Research Purpose7
• 3. Research Questions 8
• II. Theoretical Background9
• 1. Theoretical Foundations9
• 1) Self-Determination Theory9
• 2) Constructivist Learning Theory 11
• 3) Learning Engagement Theory 13
• 4) Triadic Reciprocal Determinism Theory 14
• 5) Self-Regulation Theory 15
• 2. Teacher Support16
• 1) Definition16
• 2) Dimension 19
• 3. Learning Motivation 21
• 1) Definition21
• 2) Dimension 24
• 4. Learning Engagement 25
• 1) Definition25
• 2) Dimension 29
• 5. Self-Regulated Learning33
• 1) Definition33
• 2) Dimension 36
• 6. Relationships Between Variables39
• 1) Teacher Support and Learning Engagement 39
• 2) Teacher Support and Learning Motivation 41
• 3) Learning Motivation and Learning Engagement 43
• 4) Mediating Role of Learning Motivation 44
• 5) Moderating Role of Self-Regulated Learning46
• Ⅲ. Research Method 49
• 1. Research Model and Hypothesis 49
• 2. Research Subjects 50
• 3. Research Instruments 52
• 1) Teacher Support Scale 52
• 2) Learning Motivation Scale 55
• 3) Learning Engagement Scale 59
• 4) Self-Regulated Learning Scale62
• 4. Data Analysis66
• Ⅳ. Research Results 68
• 1. Descriptive Statistics Analysis 68
• 2. Correlation Analysis70
• 1) Correlation Between Variables 70
• 2) Correlation Between Dimensions of Variables70
• 3. Regression Analysis73
• 1) The Effect of Teacher Support on Learning Engagement 73
• 2) The Effect of Teacher Support on Learning Motivation 74
• 3) The Effect of Learning Motivation on Learning Engagement · 75
• 4) Mediating Effect of Learning Motivation77
• 5) Moderating Effect of Self-Regulated Learning 79
• Ⅴ. Conclusion 84
• 1. Summary 84
• 2. Discussion and Conclusion85
• 3. Limitations and Suggestions89
• References 91
• Appendix. Questionnaire 109
• 국문초록119