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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
Language: English
Authors: Xueheng Zhou (ORCID 0009-0002-8909-2716), Shijing Kang (ORCID 0009-0003-0234-2231)
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
FullText Text:
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  Data: The Mediating Role of Self-Esteem between Students' Perceived Language Teacher Support and Academic Achievement: A Set-ESEM Approach
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  Data: <searchLink fieldCode="AR" term="%22Xueheng+Zhou%22">Xueheng Zhou</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-8909-2716">0009-0002-8909-2716</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shijing+Kang%22">Shijing Kang</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-0234-2231">0009-0003-0234-2231</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(2).
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  Data: 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
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  Data: 10
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  Data: <searchLink fieldCode="DE" term="%22Mediation+Theory%22">Mediation Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+Equation+Models%22">Structural Equation Models</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink>
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  Data: 10.1111/ejed.70621
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  Data: 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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      – SubjectFull: Self Esteem
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      – SubjectFull: Language Teachers
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Structural Equation Models
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