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 |
| 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 |
| 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. |
|---|---|
| ISSN: | 1362-1688 1477-0954 |
| DOI: | 10.1177/13621688231199821 |
