Teacher-student relationships as a pathway to sustainable learning: Psychological insights on motivation and self-efficacy
The purpose of this study is to examine the impact of teacher-student developmental relationships on student academic motivation with a focus on English language learning among Chinese college students. Grounded in a psycho-pedagogical approach, the study explores how supportive relationships and in...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2025-04-01
|
| Series: | Acta Psychologica |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S0001691825001015 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1823856889032605696 |
|---|---|
| author | Jurong Liu Juan Gao Muhammad Hassan Arshad |
| author_facet | Jurong Liu Juan Gao Muhammad Hassan Arshad |
| author_sort | Jurong Liu |
| collection | DOAJ |
| description | The purpose of this study is to examine the impact of teacher-student developmental relationships on student academic motivation with a focus on English language learning among Chinese college students. Grounded in a psycho-pedagogical approach, the study explores how supportive relationships and instructional practices contribute to sustainable educational outcomes by enhancing student motivation and self-efficacy. A total of 387 self-administered questionnaires were used in the study to establish the relationship between these factors and their effect on student academic motivation. Data-driven results show that positive teacher-student developmental relationships, good instructional support, and high student self-efficacy, positively influence student academic motivation. Furthermore, instrumental value for the subject moderates these relationships, highlighting the importance of perceived practical value in motivating students. This research contributes to theory by combining attachment theory with motivational constructs to provide a better understanding of the factors that influence the engagement and persistence of students. The findings bear implications for educators, which could be used to foster close relationships with students, offer useful instructional support, and stress the applicability of course material. The findings bear implications for educators and policymakers aiming to create more inclusive, supportive, and sustainability-driven learning environments. |
| format | Article |
| id | doaj-art-2b0d49afef5f46b1a9488f59d0717c89 |
| institution | Kabale University |
| issn | 0001-6918 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Acta Psychologica |
| spelling | doaj-art-2b0d49afef5f46b1a9488f59d0717c892025-02-12T05:29:20ZengElsevierActa Psychologica0001-69182025-04-01254104788Teacher-student relationships as a pathway to sustainable learning: Psychological insights on motivation and self-efficacyJurong Liu0Juan Gao1Muhammad Hassan Arshad2Zhumadian Preschool Education College, Henan, China; Lyceum of the Philippines University, Batangas 4200, Philippines; Corresponding author at: Zhumadian Preschool Education College, Henan, China.University of the Philippines Diliman, Quezon City 1101, PhilippinesInternational College, Thaksin University (TSU-IC), Mueang Songkhla District, Songkhla 9000, ThailandThe purpose of this study is to examine the impact of teacher-student developmental relationships on student academic motivation with a focus on English language learning among Chinese college students. Grounded in a psycho-pedagogical approach, the study explores how supportive relationships and instructional practices contribute to sustainable educational outcomes by enhancing student motivation and self-efficacy. A total of 387 self-administered questionnaires were used in the study to establish the relationship between these factors and their effect on student academic motivation. Data-driven results show that positive teacher-student developmental relationships, good instructional support, and high student self-efficacy, positively influence student academic motivation. Furthermore, instrumental value for the subject moderates these relationships, highlighting the importance of perceived practical value in motivating students. This research contributes to theory by combining attachment theory with motivational constructs to provide a better understanding of the factors that influence the engagement and persistence of students. The findings bear implications for educators, which could be used to foster close relationships with students, offer useful instructional support, and stress the applicability of course material. The findings bear implications for educators and policymakers aiming to create more inclusive, supportive, and sustainability-driven learning environments.http://www.sciencedirect.com/science/article/pii/S0001691825001015Teacher-student developmental relationshipsAcademic motivationSustainable educationInstructional supportSelf-efficacyResilience |
| spellingShingle | Jurong Liu Juan Gao Muhammad Hassan Arshad Teacher-student relationships as a pathway to sustainable learning: Psychological insights on motivation and self-efficacy Acta Psychologica Teacher-student developmental relationships Academic motivation Sustainable education Instructional support Self-efficacy Resilience |
| title | Teacher-student relationships as a pathway to sustainable learning: Psychological insights on motivation and self-efficacy |
| title_full | Teacher-student relationships as a pathway to sustainable learning: Psychological insights on motivation and self-efficacy |
| title_fullStr | Teacher-student relationships as a pathway to sustainable learning: Psychological insights on motivation and self-efficacy |
| title_full_unstemmed | Teacher-student relationships as a pathway to sustainable learning: Psychological insights on motivation and self-efficacy |
| title_short | Teacher-student relationships as a pathway to sustainable learning: Psychological insights on motivation and self-efficacy |
| title_sort | teacher student relationships as a pathway to sustainable learning psychological insights on motivation and self efficacy |
| topic | Teacher-student developmental relationships Academic motivation Sustainable education Instructional support Self-efficacy Resilience |
| url | http://www.sciencedirect.com/science/article/pii/S0001691825001015 |
| work_keys_str_mv | AT jurongliu teacherstudentrelationshipsasapathwaytosustainablelearningpsychologicalinsightsonmotivationandselfefficacy AT juangao teacherstudentrelationshipsasapathwaytosustainablelearningpsychologicalinsightsonmotivationandselfefficacy AT muhammadhassanarshad teacherstudentrelationshipsasapathwaytosustainablelearningpsychologicalinsightsonmotivationandselfefficacy |