A Study on the Effects of Teacher and Peer Support on the Writing Ability of Primary School Students in China : Focused on the Mediating Effect of Learning Quality

다국어 초록 (Multilingual Abstract)

The aim of this study is to investigate the effects of teacher support and peer support on Chinese primary school students' writing ability, and to test the mediating role of learning quality in their respective influence. To achieve the research objectives, a literature review was conducted and a research model and hypotheses were developed. To test the research hypotheses, this study conducted a survey totaln four primary schools in Beijing, China from 25 September to 20 October 2024, and collected a total of 1, 148 valid questionnaires. Based on the collected data, descriptive statistics analysis, correlation analysis, analysis of variance (ANOVA), and multiple linear regression analysis were conducted to determine the relationship and mediating role of the variables and to test the research hypotheses. Based on the data analysis, the research findings are as follows. First, teacher support had a significant effect on the writing ability of Chinese primary school students. Second, peer support had a significant effect on the writing ability of Chinese primary school students. Third, learning quality has a significant effect on the writing ability of Chinese primary school students. Fourth, teacher support had a significant effect on the learning quality of Chinese primary school students. Fifth, peer support had a significant effect on the learning quality of Chinese primary school students. Sixth, learning quality mediated the effects of teacher support and writing ability of Chinese primary school students. Seventh, learning quality had a mediated effect between peer support and writing ability of Chinese primary school students. This study comprehensively analyzed the relationship between variables affecting Chinese primary school students' writing ability. At present, attention to Chinese primary school students‘ writing ability is still in its infancy, and some studies have overlooked the complexity of factors affecting primary school students’ writing ability. The present study provides a step towards changing the perception of this research landscape, and the results of this study are expected to provide important practical ideas for improving the writing ability of Chinese primary school students. Keywords: Writing ability, Teacher support, Peer support, Learning quality, Chinese primary school students

목차 (Table of Contents)

• Ⅰ. Introduction 1
• 1. Research Background and Necessity 1
• 2. Research Purpose5
• 3. Research Questions 6
• Ⅱ. Theoretical Background 7
• 1. Understanding the Writing Ability of Primary School Students
• in China 7
• 1) Writing Education in Primary Schools 7
• 2) Current State of Elementary School Students' Writing Ability 10
• 2. Writing Ability 13
• 1) Definition of Writing Ability 13
• 2) Dimensions of Writing Ability 15
• 3. Teacher Support18
• 1) Definition of Teacher Support 18
• 2) Dimensions of Teacher Support20
• 4. Peer Support 22
• 1) Definition of Peer Support22
• 2) Dimensions of Peer Support24
• 5. Learning Quality27
• 1) Definition of Learning Quality 27
• 2) Dimensions of Learning Quality 30
• 6. Relationships between the Research Variables 32
• 1) Teacher Support and Writing Ability 32
• 2) Peer Support and Writing Ability 34
• 3) Learning Quality and Writing Ability 35
• 4) Teacher Support and Learning Quality 37
• 5) Peer Support and Learning Quality 39
• Ⅲ. Research Methods 41
• 1. Research Model and Hypothesis 41
• 2. Research Participants45
• 3. Research Procedure46
• 4. Research Tools 49
• 1）Writing Ability 49
• 2) Teacher Support50
• 3) Peer Support 51
• 4) Learning Quality52
• 5. Data Analysis 53
• Ⅳ. Results55
• 1. Basic Statistical Analysis 55
• 1) Descriptive Statistic and Normality Verification 55
• 2) Difference Analysis in Demographic Variables 57
• 3) Correlation Analysis59
• 2. Test of Research Hypotheses64
• 1) Effect of Teacher Support on Writing Ability 64
• 2) Effect of Peer support on Writing Ability 70
• 3) Effect of Learning Quality on Writing Ability 75
• 4) Effect of Teacher Support on Learning Quality 81
• 5) Effect of Dimensions of Peer Support on Learning Quality 85
• 6) Mediating Effects of Learning Quality 89
• 3. Results of Research Hypotheses 99
• V. Discussion and Conclusion 103
• 1. Summary of Research 103
• 2. Discussion and Conclusion104
• 3. Limitations and Suggestions110
• References113
• Appendix. Questionnaire 134
• 국문초록 142