A Study on the Impact of Perceived Teacher Support on Learning Engagement of English Majors in Chinese Universities : Focused on the Mediating Role of Subjective Task Values and Academic Emotions

다국어 초록 (Multilingual Abstract)

The aim of this study is to investigate the impact of perceived teacher support on the learning engagement of English majors in Chinese universities and to　test the mediating role of subjective task values and academic emotions between these two variables. To achieve this, the study conducted the theoretical examination of these variables, explored their relationships, established the research model and proposed research hypotheses. Furthermore, in order to validate the hypotheses, the study selected English majors from five four-year comprehensive universities in Shaanxi Province of China as the research object. A survey questionnaire was distributed online and a total of 600 valid questionnaires were collected. By using the statistical analysis tool SPSS26.0 to conduct descriptive statistical analysis, correlation analysis and multiple linear regression analysis of the data, the study confirmed the relationships and effects of variables and verified the research hypotheses. The results are as follows. First, perceived teacher support had a significant positive effect on learning engagement of English majors in Chinese universities. Second, subjective task values had a significant positive effect on learning engagement of English majors in Chinese universities. Third, academic emotions had a significant effect on learning engagement of English majors in Chinese universities. Fourth, perceived teacher support had a significant positive effect on subjective task values of English majors in Chinese universities. Fifth, perceived teacher support had a significant effect on academic emotions of English majors in Chinese universities. Sixth, subjective task values mediated the relationship between perceived teacher support and learning engagement of English majors in Chinese universities. Seventh, academic emotions also mediated the relationship between perceived teacher support and learning engagement of English majors in Chinese universities. This study comprehensively considered internal and external factors perceived by the research participants to explore variables that affect learning engagement of English majors at Chinese universities. Currently, research on learning engagement of English majors in China is in its early stages, especially regarding the factors that influence their engagement, which is an underexplored area. Therefore, the findings of this study are expected to provide valuable practical insights for improving learning engagement of English majors in Chinese universities. Keywords: English majors of Chinese universities, learning engagement, perceived teacher support, subjective task values, academic emotions

목차 (Table of Contents)

• Ⅰ. Introduction 1
• 1. Research Background and Necessity1
• 2. Research Purpose 5
• 3. Research Questions 5
• Ⅱ. Theoretical Background 7
• 1. Current Situation of English Major in Chinese Universities 7
• 1) Educational Policies and Standards for English Major in China · 7
• 2) University Efforts to Meet Educational Standards 8
• 3) Learning Issues of English Majors in Chinese
• Universities 13
• 2. Learning Engagement 16
• 1) Concepts of Learning Engagement 16
• 2) Dimensions of Learning Engagement19
• 3. Perceived Teacher Support 22
• 1) Concepts of Perceived Teacher Support 22
• 2) Dimensions of Perceived Teacher Support 23
• 4. Subjective Task Values26
• 1) Concepts of Subjective Task Values26
• 2) Dimensions of Subjective Task Values 27
• 5. Academic Emotions 30
• 1) Concepts of Academic Emotions 30
• 2) Dimensions of Academic Emotions31
• 6. Relationships between the Research Variables35
• 1) Perceived Teacher Support and Learning Engagement35
• 2) Subjective Task Values and Learning Engagement36
• 3) Academic Emotions and and Learning Engagement38
• 4) Perceived Teacher Support and Subjective Task Values 40
• 5) Perceived Teacher Support and Academic Emotions 42
• III. Research Methods45
• 1. Research Model and Hypotheses 45
• 2. Research Participants 49
• 3. Research Procedures50
• 4. Research Tools 51
• 1) Learning Engagement 51
• 2) Perceived Teacher Support 53
• 3) Subjective Task Values 54
• 4) Academic Emotions55
• 5. Data Analysis56
• Ⅳ. Results58
• 1. Basic Statistical Analysis58
• 1) Descriptive Statistic and Normality Verification 58
• 2) Difference Analysis in Demographic Variables59
• 3) Correlation Analysis 62
• 2. Test of Research Hypotheses 66
• 1) The Impact of Perceived Teacher Support on Learning
• Engagement 66
• 2) The Impact of Subjective Task Values on Learning Engagement
• ·70
• 3) The Impact of Academic Emotions on Learning Engagement 74
• 4) The Impact of Perceived Teacher Support on Subjective Task
• Values 77
• 5) The Impact of Perceived Teacher Support on Academic
• Emotions 81
• 　6) Mediating Effects84
• 7) Adoption of Research Hypotheses92
• V. Conclusion96
• 1. Summary of Research96
• 2. Discussion and Conclusion 97
• 3. Limitations and Suggestions 102
• References104
• Appendix. Questionnaire 127
• Part I. Learning Engagement Questionnaire 128
• Part II. Perceived Teacher Support Questionnaire 129
• Part III. Subjective Task Values Questionnaire 130
• Part IV. Academic Emotions Questionnaire131
• 국문초록134