Search

Teacher feedback in reading class is closely associated with students' reading achievement. However, the underlying mechanisms of their relationship has been underexplored, especially in cross-cultural contexts. Using Control Value Theory of Achievement Emotions (CVTAE), this study tested the cross-cultural generalizability of reading enjoyment as a mediator between teacher feedback and reading achievement among 536,848 15-year-olds from 75 countries/economies in PISA 2018. Multilevel structural equation modeling (MSEM) results showed that students who perceived more teacher feedback gained more enjoyment in reading activities, and thus scored higher in reading. This relationship was confirmed in 73 out of 75 countries/economies. However, at the school level, this association existed in only 25 of 75 countries/economies. These findings indicate cross-cultural generalization of reading enjoyment as a mediator between teacher feedback and reading achievement only at the student level, which not only provides cross-cultural evidence for CVTAE, but also sheds light on reading instruction of adolescents. [ABSTRACT FROM AUTHOR]

This study examined the motivation level of struggling English learners in China and explored the link between motivation and their English achievement. Furthermore, this research dug into the moderation effect of teacher–student relationships on this link based on attachment theory and self-dertemination theory. Struggling students (n = 14,531) were chosen according to the bottom 25th percentile cutoff on English achievement from a large-scale survey in China. The standardised English performance test and students’ self-reported motivation and teacher–student relationships were adopted to collect data. Descriptive statistics showed that struggling English learners had medium intrinsic and utility value and low self-efficacy. Correlation analysis revealed that intrinsic value and utility value were positively correlated with their English performance, while self-efficacy was not. The moderation analysis further demonstrated that supportive teacher–student relationships had a buffering effect on the low or medium motivation of struggling English learners. These findings suggest that harmonious teacher–student relationships are important for improving the English performance of struggling students. [ABSTRACT FROM AUTHOR]