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Relations between Teacher-Student Relationship Quality, Emotional Engagement, and Writing Performance

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Title: Relations between Teacher-Student Relationship Quality, Emotional Engagement, and Writing Performance
Language: English
Authors: Jing Huang (ORCID 0000-0002-6205-0025)
Source: Language Teaching Research. 2026 30(5):2607-2630.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 24
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Teacher Student Relationship, English (Second Language), Second Language Learning, Writing Skills, Gender Differences, Socioeconomic Status, Secondary School Students, Correlation, Learner Engagement, Affective Behavior, Foreign Countries
Geographic Terms: France
DOI: 10.1177/13621688231199821
ISSN: 1362-1688
1477-0954
Abstract: Based on the self-determination theory, the current study took a multilevel structural equation modeling approach to explore the relations between teacher--student relationship quality (TSRQ), students' emotional engagement in English as a foreign language (EFL) lessons and writing performance. Furthermore, gender and socioeconomic status (SES) differences were examined in relation to the three constructs. The sample comprised of 952 students from 67 French secondary schools. The results indicated that TSRQ was positively related to students' emotional engagement at both the student and school levels, although the link between TSRQ and students' writing performance was non-significant at both levels. The positive association between emotional engagement in EFL lessons and writing performance was significant at the student level but non-significant at the school level. In addition, female students were more likely to perform better in writing than their male counterparts. The positive associations between SES and writing performance were significant at both the student and school levels.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508151
Database: ERIC
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  Data: Relations between Teacher-Student Relationship Quality, Emotional Engagement, and Writing Performance
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  Data: <searchLink fieldCode="AR" term="%22Jing+Huang%22">Jing Huang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6205-0025">0000-0002-6205-0025</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2026 30(5):2607-2630.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 2026
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Behavior%22">Affective Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22France%22">France</searchLink>
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  Data: 10.1177/13621688231199821
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– Name: Abstract
  Label: Abstract
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  Data: Based on the self-determination theory, the current study took a multilevel structural equation modeling approach to explore the relations between teacher--student relationship quality (TSRQ), students' emotional engagement in English as a foreign language (EFL) lessons and writing performance. Furthermore, gender and socioeconomic status (SES) differences were examined in relation to the three constructs. The sample comprised of 952 students from 67 French secondary schools. The results indicated that TSRQ was positively related to students' emotional engagement at both the student and school levels, although the link between TSRQ and students' writing performance was non-significant at both levels. The positive association between emotional engagement in EFL lessons and writing performance was significant at the student level but non-significant at the school level. In addition, female students were more likely to perform better in writing than their male counterparts. The positive associations between SES and writing performance were significant at both the student and school levels.
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Writing Skills
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Affective Behavior
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