The Mediating Role of Self-Esteem between Students' Perceived Language Teacher Support and Academic Achievement: A Set-ESEM Approach
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| Title: | The Mediating Role of Self-Esteem between Students' Perceived Language Teacher Support and Academic Achievement: A Set-ESEM Approach |
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| Language: | English |
| Authors: | Xueheng Zhou (ORCID |
| Source: | European Journal of Education. 2026 61(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Mediation Theory, Self Esteem, Language Teachers, Teacher Student Relationship, Academic Achievement, Structural Equation Models, Second Language Learning, English (Second Language) |
| DOI: | 10.1111/ejed.70621 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | Teacher support has been acknowledged as a significant contributor to student achievement. However, the psychological mechanism underlying this relationship, particularly the mediating role of students' self-esteem, remains insufficiently clarified in English-as-a foreign-language (EFL) learning context. In light of this, this study examined the intricate relationships between perceived teacher support, self-esteem and academic achievement in EFL learning. Data from a cross-sectional survey of 811 Chinese secondary school EFL students were analysed using the Set-Exploratory Structural Equation Modelling (Set-ESEM). The results showed that the direct effect of teacher support dimensions on EFL academic achievement was not statistically significant. Crucially, mediation analyses demonstrated that self-esteem acted as a full mediator in the links of both emotional and instrumental support with achievement. This study not only underscored the pivotal role of self-esteem as a core internal psychological resource for EFL learners, but also offered pedagogical implications for educators on how to foster EFL learners' balanced self-esteem, thereby enabling teacher support to be more effectively translated into academic achievement and success. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507163 |
| Database: | ERIC |
| Abstract: | Teacher support has been acknowledged as a significant contributor to student achievement. However, the psychological mechanism underlying this relationship, particularly the mediating role of students' self-esteem, remains insufficiently clarified in English-as-a foreign-language (EFL) learning context. In light of this, this study examined the intricate relationships between perceived teacher support, self-esteem and academic achievement in EFL learning. Data from a cross-sectional survey of 811 Chinese secondary school EFL students were analysed using the Set-Exploratory Structural Equation Modelling (Set-ESEM). The results showed that the direct effect of teacher support dimensions on EFL academic achievement was not statistically significant. Crucially, mediation analyses demonstrated that self-esteem acted as a full mediator in the links of both emotional and instrumental support with achievement. This study not only underscored the pivotal role of self-esteem as a core internal psychological resource for EFL learners, but also offered pedagogical implications for educators on how to foster EFL learners' balanced self-esteem, thereby enabling teacher support to be more effectively translated into academic achievement and success. |
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| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70621 |
