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Early childhood teachers receive some training related to overall classroom management but report receiving little training and support when working with children who engage in challenging behaviour. To alleviate the barriers to supporting students who engage in challenging behaviour, it may be helpful to implement a technology tool that provides early childhood teachers with evidence-based prevention and intervention supports for their students. One such tool, the Family Behavior Support App (FBSApp), has been previously used with families of young children who engage in challenging behaviour. The FBSApp has been shown to be effective in increasing families' use of strategies, but the effects of the app in educational settings are currently unknown. The purposes of this single-case study are to see if there is a functional relation between the use of the FBSApp-created behaviour plan and teachers' use of function-based behaviour strategies, as well as teachers' perceptions of the FBSApp. [ABSTRACT FROM AUTHOR]

This study examined the link between two teaching characteristics (i.e., teacher support and cognitive activation) and achievement emotions in Chinese mathematics classrooms. The data were collected from 2232 students (49.9% male; Mage = 13.85, SD = 0.81) in 84 mathematics classrooms across 12 secondary schools in Jiangsu, China. The results clarified the mediating effects of control-value appraisals between teaching and emotions among students in rural and urban classrooms. Regarding indirect effects, teacher support was related to emotions through academic control and value in both groups. In comparison, cognitive activation was related to emotions through academic value but not control in rural classrooms. In urban classrooms, multiple mediating roles of control-value appraisals existed in activation and emotions. Besides, supportive teaching showed greater relations with achievement emotions compared with cognitive activation. The degree to which perceived teaching explained achievement emotions was more significant in urban classrooms than rural ones. Lastly, academic value played a critical mediating role between two kinds of teaching characteristics and most emotions. [ABSTRACT FROM AUTHOR]

Helicopter parenting has long influenced children's learning in various areas, but its impact on STEAM activities has been less studied. This research aimed to fill this gap by investigating whether helicopter parenting can predict participants' perceived activity value in STEAM competitions. A total of 281 valid questionnaires were collected from students aged 11.19 ± 2.79 years participating in a creativity and innovation-focused STEAM competition organized by the Jiangsu Provincial Department of Education. Based on socio-psychological theory, six research hypotheses were proposed to examine the direct effects of helicopter parenting in learning on teacher support and peer support, as well as the direct effects of teacher support and peer support on perceived activity value. Additionally, the hypotheses considered the indirect effects of helicopter parenting in learning on activity value, mediated by teacher support and peer support These hypotheses were tested using structural equation modeling. The results showed that helicopter parenting in learning positively predicted both teacher support and peer support. However, only peer support significantly predicted perceived activity value, while the effect of teacher support was not significant. It is recommended that parents focus on facilitating peer interaction opportunities in STEAM competitions to enhance the perceived activity value, as peer support showed a stronger impact compared to direct teacher support. [ABSTRACT FROM AUTHOR]

Students with and without migration backgrounds differ in terms of their achievement. One approach to reducing the gap between the two groups may be through equal participation in classroom discourse. Here, supportive teaching behavior can be particularly important for promoting student participation. Especially teacher support after a student has made a mistake, the so-called error culture in the classroom, could pave the way for students to become active participants. In this study, we analyzed whether error culture as a facet of teacher support could be a promising key to engaging students with and without migration backgrounds. To investigate the generalizability of the process across different subjects, we examined video data from 20 eighth-grade classrooms of academic-track secondary schools in both German Language Arts and Mathematics (N = 387 students). The results from nested hierarchical linear models indicate that error culture is related to student participation in German Language Arts but not in Mathematics. Interestingly, students with and without migration backgrounds did not differ in terms of their participation in classroom discourse. Furthermore, teachers' positive error culture supported students' participation irrespective of their migration background. Therefore, we encourage teachers to continue to pay attention to their error culture as this seems relevant for all students in the classroom. [ABSTRACT FROM AUTHOR]

School factors represent a significant variable that exerts a profound influence on student academic achievement (AA). The construction and development of psychological capital (PsyCap) theory has led to the realization that PsyCap is an important factor influencing student AA. This study aimed to investigate the effect of non-physical school factors, namely school satisfaction (SS), teacher support (TS) and teacher-student relationship (TSR), on student AA through their PsyCap. Adopting a quantitative research methodology based on positivist research concepts, the study analyzed the data using SPSS 27 and Amos 27. The findings indicated that SS, TS, TSR, and PsyCap exerted a considerable positive influence on student AA. The effect sizes were as follows: SE(SS → AA) = 0.258***, SE(TS → AA) = 0.233***, SE(TSR → AA) = 0.255***, and SE(PsyCap→AA) = 0.427***. The results demonstrated a significant mediating effect of PsyCap on the effects of SS, TS, and TSR on student AA. The mediating effect accounted for 29.1, 41.2, and 37.2% of the total effect of each pathway, in that order. A noteworthy finding of this study is that the key influencers, person, exerts a more pronounced effect on students' PsyCap than other influencers. Furthermore, the impact of PsyCap on student AA is also more pronounced. The research model developed in this study on the influence of SS, TS and TSR on student AA through the mediation of PsyCap addresses a gap in the existing educational research literature and contributes to the evolving body of knowledge on PsyCap in the field of education, particularly in the context of primary education. [ABSTRACT FROM AUTHOR]

In light of the fact that an increasing number of upper secondary school students in Estonia work in parallel with attending school or during school holidays, the purpose of the study was to ascertain whether work experience and the competencies acquired through work are, in combination with other school-related (teacher agency support), personal (resilience, achievement in Estonian language, mathematics and history) and socio-demographic (gender and mother tongue) factors, related to student agency in school. The second aim was to broaden the understanding of what students learn at work. The study used a mixed-methods approach involving a survey of upper secondary students (aged 16–19, N = 3179) in 30 schools followed by qualitative interviews with 18–19-year-old students who have gained work experience (N = 13). The analysis comprises a hierarchical linear regression analysis (N = 1947) and a thematic analysis of the interviews. The results indicate that work experience, perseverance, teacher agency support, male gender and Estonian mother tongue are positively related to agency while various skills learned at work had no relationship and student achievement in history was only relevant before work experience was added to the model. The interviews showed that students develop skills related to, e.g., self-regulation, self-awareness, career-awareness, social skills and self-confidence through work. [ABSTRACT FROM AUTHOR]

Previous research identifies instructional program coherence as a school condition that has positive effects on student performance. This study investigates how instructional program coherence (IPC) operates as a social mechanism that supports teachers' psychological needs. We hypothesized that IPC would be positively related to teacher perceived autonomy, competence, and relatedness. Hypotheses were tested in HLM 7.0. As expected, instructional program coherence had a statistically significant relationship with teacher autonomy and teacher relatedness. Interclass correlations for competence satisfaction did not reveal adequate variation at the school level, suggesting that in this data sample, teacher perceived competence had more to do with individual experiences of teachers rather than school-level differences. Findings in this study suggest that instructional program coherence works by creating conditions that enable teachers to thrive in the classroom, specifically by satisfying their needs for autonomy and relatedness. [ABSTRACT FROM AUTHOR]

The facilitation of learners' achievement may be enhanced by considering the role of different constructs of positive psychology (PP) such as well‐being and engagement. Besides, there is a widespread belief that self‐efficacy has become an important psychological construct that can affect learners' academic performance. Additionally, the interpersonal connections that learners have with their teachers and peers within the educational setting play a pivotal role in their intellectual development. Several studies have confirmed that both peers and teachers have a significant role in shaping the academic performance of learners. Nevertheless, there is a dearth of empirical research examining the potential relationship between peer and teacher support and its impact on learner engagement (LE), and well‐being with the mediator role of self‐efficacy. Therefore, this research was designed to examine it among 640 students in China. The package of five questionnaires, namely the teacher and peer support, LE, well‐being, and self‐efficacy was administered to collect the data. The results obtained from the structural equation model (SEM) indicated that students who receive higher levels of support from their educators and classmates were engaged more and had high well‐being. Moreover, regression analysis indicated that social (teacher and peer) support was a predictor of both well‐being (β = 0.436, p < 0.01) and engagement (β = 0.666, p < 0.01). Furthermore, social (teacher and peer) support was a strong predictor of efficacy (β = 0.768, p < 0.01). Indeed, self‐efficacy could predict both well‐being (β = 0.446, p < 0.01) and engagement (β = 0.183, p < 0.01). As a result, some suggestions are recommended for teachers, students, teacher educators and other members of the academic community. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to examine the associations among teacher support, academic self-efficacy, and academic motivational resilience. Two hundred and four preservice teachers anonymously completed an online survey which included demographic information, academic motivational resilience, teacher support, and academic self-efficacy. Three separate structural equation models were tested. In each model, one of the teacher support aspects (i.e., instrumental aid, assurance of self-worth, and seek secure base) was included as a predictor variable. All models were the same in that the three dimensions of academic motivational resilience (i.e., perseverance, adaptive reflection, and negative affect/emotional response) were included as outcome variables and academic self-efficacy as a mediator. Findings were (1) The effect of teachers' instrumental aid on perseverance was partially mediated by academic self-efficacy while the effect of instrumental aid on both adaptive reflection and negative affect/emotional response were fully mediated by academic self-efficacy; (2)The effect of teachers' assurance of self-worth on perseverance was partially mediated by academic self-efficacy while the effect of assurance of self-worth on both adaptive reflection and negative affect/emotional response were fully mediated by academic self-efficacy; and (3) Academic self-efficacy fully mediated the effect of teachers' provision of secure base on all three factors of academic motivational resilience. Implications for research and practice were discussed. [ABSTRACT FROM AUTHOR]

As COVID-19 has become a normalized seasonal infectious disease that may break out any time, online learning has also become an important and normalized learning mode during the post-epidemic period. Promoting students' online learning engagements is the premise to ensure online learning effectiveness. Self-determination theory (SDT) can offer new insights on how to stimulate and maintain students' online learning engagements. This study aimed to explore SDT's contribution to students' online learning engagements by examining the relationship among teacher support dimensions, students' basic psychological needs, and online learning engagements. A theoretical model was established on the basis of existing research. The model was then tested with 1073 K–12 students who participated in online learning at home in western China during the COVID-19 outbreak in 2022 as sample data. Results found that (1) teacher autonomy support and involvement significantly predicted students' perceived autonomy, competence, and relatedness need satisfaction, whereas teacher structure significantly and negatively influenced students' perceptions of the three basic psychological needs satisfaction; (2) Students' perceived autonomy and competence need satisfaction significantly and positively influenced their online learning cognitive and behavioral engagements but had no significant positive influence on their online learning emotional engagement; (3) Students' perceived relatedness need satisfaction significantly and positively influenced their online learning behavioral and emotional engagements but significantly and negatively influenced their online learning cognitive engagement. On the basis of the above findings, we put forward some future research directions and implications that can help improve the understanding of SDT's contribution to students' online learning engagements. [ABSTRACT FROM AUTHOR]

In Chinese vocational colleges, students often avoid classroom challenges and lack persistent academic engagement. This was perceived as a deficiency in self‐efficacy and a need for greater teacher–student engagement. The rapid advancement of information technology in educational contexts indicates that the dynamics among teacher support, technological autonomy, and self‐efficacy will become crucial for learning outcomes. Hence, this study explored the relationship between teacher support and student self‐efficacy, focusing on the mediating role of student autonomy in technology. A questionnaire survey administered to 606 first‐year students was analyzed using Pearson's correlation coefficient and Process V3.3. The results showed that teacher support and student self‐efficacy were moderately positively correlated (r =.464, p <.01). However, technological autonomy appeared to be significantly positively correlated with teacher support (r =.368, p <.01) and self‐efficacy (r =.515, p <.01). The results highlight the instrumental role of teacher support in enhancing student self‐efficacy and the important role of technological autonomy as a mediating factor. These findings confirm the need for continuing social support and interactive roles between teachers and students to enhance student self‐efficacy in higher education. Furthermore, technology should be leveraged to foster a conducive learning environment. Practitioner Points: Vocational students showed low self‐efficacy.Teachers can improve student self‐efficacy by being increasingly supportive.Leveraging technology in the classroom enhances the student‐learning environment. [ABSTRACT FROM AUTHOR]

It is well established that COVID-19 pandemic is associated with arousal of feelings of hopelessness and negativity in adolescents regarding future career development outcomes. However, the current literature has yet to clarify the roles teacher social support play in facilitating students' positive career development during the pandemic. This study investigated the effects of career-related teacher support (CRTS) on ameliorating students' feelings of hopelessness and increasing their career self-efficacy among 402 senior secondary students (Grades 10-12) in Hong Kong, China. Results from mediated moderation analyses showed that academic ability was only weakly related to career self-efficacy. Hopelessness was not a significant moderator concerning the link between academic ability and career self-efficacy when CRTS functioned as the mediator. [ABSTRACT FROM AUTHOR]

This study investigated the relationship between teacher support in the areas of learner autonomy, relatedness, and competence, and motivational beliefs regarding achievement goal orientations and perceived task value in Chinese EFL college classrooms based on self-determination theory. A questionnaire was administered to 712 college students, and the data were analyzed using SPSS 26.0 and AMOS 24.0. The findings indicated that teacher support for autonomy, relatedness, and competence was positively correlated with mastery goal orientation and performance-approach orientation, while it was negatively correlated with performance-avoidance orientation. Furthermore, these forms of teacher support positively influenced students' perceived task value. Achievement goal orientation mediated the relationship between the three types of teacher support and student engagement. However, perceived task value only mediated the relationship between teacher autonomy support and student engagement. This study offers valuable insights for enhancing English teaching practices by promoting student motivation through addressing their psychological needs in EFL college classrooms. [ABSTRACT FROM AUTHOR]

In recent years, Intelligent Computer-Assisted Language Assessment (ICALA) has emerged as a transformative approach in language education, leveraging technology to enhance student assessment and learning processes. Despite its growing importance, there is a scarcity of research investigating the connections among needs satisfaction, teacher support, L2 learning experience, willingness to communicate, and academic motivation—factors that play a crucial role in students' academic performance in this context. This study addressed the lack of knowledge by examining the impact of needs satisfaction and teacher support among Omani students enrolled in English as a foreign language (EFL) classes. The structural equation modeling data via SMART PLS revealed a positive correlation between needs satisfaction, L2 learning experience, increased willingness to communicate, and academic motivation in ICALA. Furthermore, teacher support positively impacted willingness to communicate, academic motivation, and L2 learning experience. The results facilitate fostering needs satisfaction and teacher support in ICALA and contribute to our understanding of the connections between these variables. A more in-depth discussion is held regarding the significance of the study for educational practices. [ABSTRACT FROM AUTHOR]

Teacher support has a vital impact on students' well-being. However, the role of gender in the relationship between teacher support and students' well-being remained unstudied in East Asia. The present study aims to unravel the relationship between three types of teacher support (i.e., autonomy, competence, relatedness) and four dimensions of students' subjective well-being (i.e., life satisfaction, positive affect, negative affect, and eudaemonism), as well as identify the moderating effect of gender. Multiple linear regression with a moderation analysis was implemented for 34,968 fifteen-year-old students from five East Asian economies participating in the Programme for International Student Assessment (PISA) 2022. Results indicated that teacher support significantly influenced students' subjective well-being in East Asia. Moreover, gender significantly moderated the relationship between teacher support (i.e., autonomy, competence, relatedness) and students' eudaemonism. Compared with males, teacher competence support was more effective in fostering females' eudaemonism in East Asia. This study provides new insights into developing students' well-being from the gender perspective. [ABSTRACT FROM AUTHOR]

Abstract Learning engagement has attracted increasing interest in recent years, with teacher support, academic self-efficacy, psychological resilience, and positive academic emotion identified as key factors. However, the moderated mediating mechanisms between teacher support and learning engagement remain unexplored. This study aimed to investigate the roles of academic self-efficacy and psychological resilience as mediators, and positive academic emotion as a moderator, in the relationship between teacher support and secondary school students’ learning engagement, from the perspective of the Self-determination Theory and Emotion Regulation Theory. The study involved 665 participants (M age = 14 years, SD = 0.790) randomly selected from four public secondary schools in Eastern China. Data were analyzed with the structural equation model (SEM) in SPSS 24.0, AMOS 24.0, and PROCESS 3.5. Results indicated that teacher support was directly and positively associated with learning engagement. The results also indicated that teacher support was indirectly and positively related to learning engagement through academic self-efficacy and psychological resilience. Additionally, the moderation role of positive academic emotion manifests in the association between academic self-efficacy and psychological resilience. These findings illuminate the complex dynamics underlying learning engagement and provide valuable insights for educators and researchers in promoting optimal learning experiences for secondary school students.

The schools in rural areas of the Northern Cape province in South Africa face many challenges that hamper the effective implementation of the mathematics curriculum and, as such, the quality of mathematics education and its learning outcome. To improve the situation, rural teachers should be supported to ensure the successful implementation of the grade 9 mathematics curriculum, in particular. Such support would enable teachers to, despite the challenges, create an effective teaching and learning environment that will positively impact learner success. In this article, we report on rural teachers’ perceptions of the nature and extent of support they need and receive to implement the grade 9 mathematics curriculum effectively. We followed a qualitative approach guided by a case study design. Data were collected through semi-structured interviews with six grade 9 mathematics teachers from the Northern Cape province and were analysed thematically. Findings revealed that whilst some level of support is provided to the teachers, this is insufficient and often irrelevant to the rural education context. Some recommendations are made to enhance the extent and nature of support to the teachers to implement the mathematics curriculum effectively.

Abstract In recent years, Intelligent Computer-Assisted Language Assessment (ICALA) has emerged as a transformative approach in language education, leveraging technology to enhance student assessment and learning processes. Despite its growing importance, there is a scarcity of research investigating the connections among needs satisfaction, teacher support, L2 learning experience, willingness to communicate, and academic motivation—factors that play a crucial role in students’ academic performance in this context. This study addressed the lack of knowledge by examining the impact of needs satisfaction and teacher support among Omani students enrolled in English as a foreign language (EFL) classes. The structural equation modeling data via SMART PLS revealed a positive correlation between needs satisfaction, L2 learning experience, increased willingness to communicate, and academic motivation in ICALA. Furthermore, teacher support positively impacted willingness to communicate, academic motivation, and L2 learning experience. The results facilitate fostering needs satisfaction and teacher support in ICALA and contribute to our understanding of the connections between these variables. A more in-depth discussion is held regarding the significance of the study for educational practices.

Self-regulated learning (SRL) is the key variable to ensuring success or failure in online learning. However, in real-world online learning, college students face SRL deficiency, such as procrastination, decreased learning motivation, poor time management, and resource management. Therefore, scientifically exploring how to effectively promote the development of online SRL has become an important issue. Group cooperation, as an important carrier of peer support, supports students in small group to participate in learning through providing a small-scale learning environment and promotes individual knowledge construction. To explore the mechanism of how group cooperation affects online SRL, a survey was conducted on Chinese college students who participated in online/blended group learning that involved group cooperation. A total of 439 valid participants were collected and statistically analyzed. The results showed that the overall level of online SRL among the participating college students was relatively low (mean score of 3.23 out of 5), and the highest mean score was for environmental structuring (3.54), while the lowest mean score was for task strategies (3.09). Latent profile analysis was used to categorize the students into four groups, and the majority of Chinese college students fell into the “below average” and “low score” groups (275 people), accounting for 62.6% of the total population. The results of the structural equation model showed that the transactive memory system and group cohesion in the group cooperation had no significant effect on online SRL. Only socially shared regulation had a significant positive effect (β = 0.675*). Socially shared regulation can predict college students’ online SRL through the mediating effect of task value. Online SRL can significantly predict school achievements, and teacher support plays a moderating role in the relationship between task value and online SRL. This study provides empirical evidence for subsequent research on exploring the relationship between group cooperation and online SRL from the perspective of socially shared regulation, and lays a certain empirical foundation for proposing appropriate pedagogical intervention programs for subsequent research. [ABSTRACT FROM AUTHOR]

Abstract Although AI technologies show great promise for education, their inclusion into assessment systems has generated debates regarding student motivation, anxiety, learning opportunities, and academic results. This study explored the influence of teacher support in AI-assisted exams on L2 learners’ demotivation, anxiety, L2 learning experience, and academic success. Conducted at a large university in Ethiopia, participants included 92 BA Management students from two intact classes, equally distributed by gender and ranging in age from 18 to 23. The two intact classes were randomly divided into an experimental and a control group. Using a quantitative quasi-experimental pretest–posttest control group design, the study administered an Oxford Quick Placement Test, the Academic Motivation Scale, the Foreign Language Classroom Anxiety Scale, the L2 Learning Experience Scale, and a researcher-made test to assess academic success. The AI tools integrated into the exams included automated assessment and feedback systems to enhance learner engagement. Chi-square analyses and independent samples t-tests revealed significant positive effects of teacher support on reducing demotivation and anxiety, enhancing L2 learning experiences, and improving academic success in the experimental group compared to the control group, highlighting the benefits of combining AI tools with teacher support. These findings suggest that teacher support in AI-assisted exams can substantially benefit L2 learners. Additionally, the findings indicate that AI-assisted exams can considerably improve learning outcomes when paired with effective teacher involvement, highlighting implications for various stakeholders in L2 instruction. Implications of the study, limitations, and suggestions for future research are discussed.

Abstract Academic achievement reflects students’ learning outcomes over a period of time and serves as a crucial gauge of student learning levels, as well as a focal point of societal interest. To investigate the impact of teacher support on academic achievement and its mechanism of action, this study introduces two mediating variables—academic self-efficacy and academic emotions—to construct a chain mediation model, and conducts a survey among 800 university students in Nanjing. The findings reveal that teacher support directly impacts academic achievement; academic self-efficacy mediates the effect of teacher support on academic achievement; academic emotions also mediate the effect of teacher support on academic achievement; and there is a chain mediating effect of academic self-efficacy and academic emotions in the relationship between teacher support and academic achievement. This research elucidates the relationship between teacher support and academic achievement, providing a theoretical foundation and practical recommendations for enhancing the academic performance of university students.

Abstract This study investigates the impact of artificial intelligence (AI)-assisted assessment on young L2 learners’ vocabulary knowledge, immunity, and resilience, considering parental and teacher support roles. Sixty junior high school students in Afghanistan, aged 13 to 14, participated in the study. They were divided into an experimental group receiving AI-assisted assessment and a control group with traditional instruction. The research employed a pretest–posttest control group design, using teacher-made vocabulary tests validated for reliability and instruments measuring immunity and resilience. The findings revealed that AI-assisted assessment significantly improved vocabulary knowledge and emotional resilience compared to the control group. While parental support showed a positive trend toward vocabulary enhancement, teacher support did not significantly impact the outcomes. The study highlights the potential of AI in language education, emphasizing the need for collaborative efforts among educators, parents, materials developers, syllabus designers, and policymakers to maximize the benefits of AI tools. These findings underscore the importance of integrating advanced technologies into educational frameworks to support cognitive and emotional development in learners.

This research aims to assess the influence of the level of peer attachment, teacher support, parental support, self-concept, and planned career events on the career decision-making self-efficacy of high school and vocational school students. This research used a cross-sectional study design with a quantitative approach. This research was conducted on 317 students, with 157 high school students and 160 vocational school students determined by cluster random sampling. Data was collected through questionnaires and analyzed using Structural Equation Modeling (SEM) with Smart-PLS. SEM test results showed a significant positive direct influence between parental support, teacher support, and peer attachment on the self-concept of parental support, parental support, and self-concept regarding planned happenstance career, and teacher support and planned happenstance career on career decision-making self-efficacy. Apart from that, there was an indirect influence between parental support, teacher support, and peer attachment on career decision-making self-efficacy through self-concept and planned happenstance careers. Therefore, parents need to shape their children's promising planned careers so that they can have self-efficacy for making sound career decisions as well.

Informed by social support theory and control-value theory, this study investigates the predictive role of teacher support on classroom flow among English as a Foreign Language (EFL) learners and the mediating effect of academic self-efficacy. A survey was conducted among 557 Chinese university EFL learners to gather relevant data. Descriptive statistics indicate that the participants exhibited a moderate level of classroom flow and exhibited significant variations based on gender and grade. Analysis using structural equation modeling revealed that teacher support has a noteworthy, positive predictive impact on EFL learners' classroom flow. Furthermore, academic self-efficacy serves as a partial mediator between teacher support and classroom flow, with instrumental and emotional teacher support showing the strongest indirect effects. Notably, various dimensions of teacher support, aligning with students' psychological needs as outlined by self-determination theory, have unique predictive effects on both classroom flow and academic self-efficacy. Appraisal and informational teacher support have the greatest predictive influence on classroom flow among the teacher support considered. The findings enhance understanding of the dynamics between teacher support, academic self-efficacy, and classroom flow, offering practical implications for creating autonomy-supportive educational environments that can elevate EFL learners' engagement and academic achievements. [ABSTRACT FROM AUTHOR]

Although AI technologies show great promise for education, their inclusion into assessment systems has generated debates regarding student motivation, anxiety, learning opportunities, and academic results. This study explored the influence of teacher support in AI-assisted exams on L2 learners' demotivation, anxiety, L2 learning experience, and academic success. Conducted at a large university in Ethiopia, participants included 92 BA Management students from two intact classes, equally distributed by gender and ranging in age from 18 to 23. The two intact classes were randomly divided into an experimental and a control group. Using a quantitative quasi-experimental pretest–posttest control group design, the study administered an Oxford Quick Placement Test, the Academic Motivation Scale, the Foreign Language Classroom Anxiety Scale, the L2 Learning Experience Scale, and a researcher-made test to assess academic success. The AI tools integrated into the exams included automated assessment and feedback systems to enhance learner engagement. Chi-square analyses and independent samples t-tests revealed significant positive effects of teacher support on reducing demotivation and anxiety, enhancing L2 learning experiences, and improving academic success in the experimental group compared to the control group, highlighting the benefits of combining AI tools with teacher support. These findings suggest that teacher support in AI-assisted exams can substantially benefit L2 learners. Additionally, the findings indicate that AI-assisted exams can considerably improve learning outcomes when paired with effective teacher involvement, highlighting implications for various stakeholders in L2 instruction. Implications of the study, limitations, and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]

As doctoral education evolves globally, the focus intensifies on doctoral candidates' academic performance and psychological well-being. Previous research has studied the effects of individual, societal, and environmental factors on students' academic achievements. However, there is still a lack of investigation into how these factors interact, especially in the domains of arts. This study surveyed 213 Chinese musicology doctoral students and adopted Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate how various factors affect academic and mental health outcomes. The analysis shows that factors including teacher support, student engagement, and well-being positively influence academic performance, while academic anxiety negatively impacts academic performance. Moreover, variables help diminish academic anxiety, encompassing self-efficacy, parental support, time management skills, and student engagement. Meanwhile, enhanced doctoral students' well-being is related to robust teacher support, facilitating conditions, and active student engagement. Notably, students who experience academic anxiety about their studies generally have lower well-being. These findings indicate that alleviating academic anxiety, refining academic resources, and reinforcing mental health supports can foster academic and psychological outcomes for doctoral students. Our study contributes vital empirical data to developing higher education policies, benefiting doctoral students' mental health and academic success. [ABSTRACT FROM AUTHOR]

School engagement is a multidimensional concept describing how students behave, feel, and think. Previous meta‐analyses suggest that school engagement may be underpinned by specific aspects of teacher support. However, given that school engagement is also multifaceted, it is important to examine how each aspect of school engagement is related to different aspects of teacher support. Thus, a meta‐analysis was conducted to ascertain the magnitude of the association between different domains of teacher support and various dimensions of school engagement. We also considered the moderating roles of study (e.g., study design) and sample characteristics (e.g., school level). Of the 1249 studies identified from three databases, 141 studies (i.e., 525,129 students) met the inclusion criteria. Results indicated that teacher support was positively associated with school engagement, but the magnitude of this association differed depending on which aspects of teacher support and school engagement were examined. Significant moderating effects were evident for sample language discrepancy (i.e., discrepancy between the language spoken by the student at home and in school), school level, sex, study design, and informants. Current findings emphasize a need to adopt a comprehensive approach when examining teacher support and school engagement. Findings also suggest the importance of fostering an emotionally supportive school context to promote school engagement among students. Implications for educational research and practice are discussed. [ABSTRACT FROM AUTHOR]

Hope is a malleable cognitive-motivational skill that helps students identify personal goals and construct routes to achieve them. Hope is sustained through engaging contexts and supportive relationships. We examined cognitive school engagement, teacher support, and peer support during high school (297 students; 9th–11th grade; 45% female; 52% White, 45% Latinx, 3% other) as potential mechanisms in the process of sustaining hope over time, and predicting academic achievement. We hypothesized high school students' hope (time 1; T1) would be indirectly related to subsequent hope (time 2; T2) and achievement (time 3; T3) via cognitive school engagement and supports (T2). Significant longitudinal indirect effects emerged from T1 hope to T2 hope via T2 cognitive school engagement and peer support, and between T1 hope and T3 achievement via T2 cognitive school engagement. Findings highlight the processes that link student hope with achievement and greater hope in the high school context. [ABSTRACT FROM AUTHOR]

This study aims to determine the mediating effect of teacher support regarding the relationship between parental involvement and student academic productivity; identify the level of parental involvement, teacher support, and student academic productivity among Grade 6 students in Cambanogoy Central Elementary School. It employed a quantitative non-experimental research design, the descriptive correlational technique, and mediation analysis. There were found to be significant associations between parent involvement, teacher support, and student academic productivity. Thus, it finds that both parental involvement and teacher support have a very crucial influence on academic success, considering that teacher support wholly and partially mediates the impact of parental involvement on student productivity. Mediation analysis thus confirms the enhancing effect of teacher support on parental involvement in a positive working relation for students' academic productivity is needed. It records good levels of teacher support, parental involvement, and student productivity and significant relationships between them. Teacher support partially mediates the positive relationship that exists between parental involvement and the level of productivity at which their students can work, bringing into focus the role of both teacher support and parental involvement to attain academic productivity. Finally, the study concludes that teachers offer abundant support to students. Therefore, a friendly and facilitative learning environment is provided. [ABSTRACT FROM AUTHOR]

The well-being of primary school teachers is vital for fostering effective teaching and learning, yet they face a range of challenges that negatively impact their occupational health. This phenomenological study explores the multifaceted factors influencing teacher occupational well-being, with a focus on classroom processes and school-related factors. Employing a qualitative phenomenological approach, this study gathered in-depth insights from Australian primary school teachers through semi-structured interviews. Participants were recruited from a variety of educational settings to capture diverse experiences and perspectives. Data were thematically analysed to identify key themes impacting teacher well-being. The findings revealed significant challenges impacting teacher well-being, including the demands of individualised student needs, classroom dynamics, the role of school leadership, resource limitations, and the complexities of parental involvement. Teachers expressed a need for more relevant professional development programs and highlighted the importance of supportive leadership and adequate resources. Additionally, workload and the balance between professional and personal life emerged as critical factors influencing teacher well-being. This study underscores the importance of addressing the complex and interconnected factors that contribute to teacher well-being. Implications for educational practice include the need for supportive and communicative leadership, adequate professional development tailored to teachers' needs, and the provision of sufficient resources to manage classroom diversity and demands. The findings advocate for systemic changes to foster a supportive educational environment that values and nurtures teacher well-being. Future research could explore effective strategies to support primary school teachers in their professional journeys. [ABSTRACT FROM AUTHOR]

In this article we report on a study undertaken with 255 teachers working with learners with visual impairments. The focus of our discussion is teachers' implementation of inclusive education policies with learners with visual impairments in full-service schools in South Africa. We foreground the ways in which the teacher participants relied on teacher collaborations to overcome some of the challenges they faced as a result of limited resource provisions in schools in this country. We implemented an instrumental case study design and followed the approach of participatory reflection and action (PRA). The sample included teachers (n = 255) from seven full-service and ten special schools from five provinces in South Africa. In addition, 50 expert stakeholders who work in the field of visual impairment were involved. For data generation and documentation, we utilised PRA-based workshops, the observation-as-context-of-interaction method, audio-visual techniques, field notes, and reflective journals. The findings of our research confirm that full-service schools face distinct challenges regarding limited resources as well as teachers that are inexperienced to accommodate learners with visual impairments. Even though the teachers in our study were initially reluctant to implement inclusive education practices, their collaboration with fellow teachers and other informed stakeholders enabled them to address some of the challenges they experienced and implement inclusive practices. They subsequently formed a team and learnt from one another to facilitate positive changes through the implementation of inclusive practices, thereby following a socio-ecological approach to inclusive practices in full-service schools in South Africa. [ABSTRACT FROM AUTHOR]

Numerous studies have investigated the factors contributing to school bullying victimization. However, little research has tested the long-term impact of teacher support on school bullying victimization through the effect of school belonging among Chinese upper elementary school students. This study utilized three waves of longitudinal data to examine the link between teacher support and school bullying victimization, taking into account the mediating influence of school belonging and gender differences in the mediation model. The participants included 822 Chinese upper elementary school students (52.31% boys) from grades 4 and 5, initially aged 10.81 years averagely (SD = 0.69). The results revealed that (1) teacher support negatively predicted school bullying victimization among Chinese upper elementary school students, (2) teacher support had a lasting influence on students' bullying victimization through school belonging, and (3) the relationship between school belonging and school bullying victimization was stronger for boys than for girls. The findings indicate the importance of providing more teacher support for students and improving students' school belonging as prevention and intervention strategies for school bullying victimization among Chinese upper elementary school students. Gender effects should be considered in developing bullying interventions. [ABSTRACT FROM AUTHOR]

ABSTRACT This study leverages the Stimulus‐Organism‐Response (S‐O‐R) framework to investigate the effects of teacher and technical support (TCHS) on learners' willingness to communicate (WTC) in artificial intelligence (AI)‐enhanced English as a foreign language (EFL) contexts, considering the mediating effects of learners' artificial intelligence literacy (AIL) and foreign language enjoyment (FLE). A quantitative survey encompassing 637 non‐English major university students across four institutions was conducted. Structural equation modelling (SEM) results demonstrated that teacher support (TEAS) exerts a direct influence on learners' WTC, whereas TCHS does not. The study also revealed that AIL and FLE significantly mediate the relationship between teacher and TCHS and learners’ WTC. The findings underscore the pivotal role of cognitive and affective factors, emphasising the substantial impact of TEAS and the value of nurturing learners’ AIL and enjoyment of foreign languages. This research offers strategic implications for educational practitioners and policymakers, advocating for the integration of innovative educational technologies and fostering sustainable growth in artificial intelligence in education. [ABSTRACT FROM AUTHOR]

This study investigates the impact of artificial intelligence (AI)-assisted assessment on young L2 learners' vocabulary knowledge, immunity, and resilience, considering parental and teacher support roles. Sixty junior high school students in Afghanistan, aged 13 to 14, participated in the study. They were divided into an experimental group receiving AI-assisted assessment and a control group with traditional instruction. The research employed a pretest–posttest control group design, using teacher-made vocabulary tests validated for reliability and instruments measuring immunity and resilience. The findings revealed that AI-assisted assessment significantly improved vocabulary knowledge and emotional resilience compared to the control group. While parental support showed a positive trend toward vocabulary enhancement, teacher support did not significantly impact the outcomes. The study highlights the potential of AI in language education, emphasizing the need for collaborative efforts among educators, parents, materials developers, syllabus designers, and policymakers to maximize the benefits of AI tools. These findings underscore the importance of integrating advanced technologies into educational frameworks to support cognitive and emotional development in learners. [ABSTRACT FROM AUTHOR]

Informed by social support theory and control-value theory, this study investigates the predictive role of teacher support on classroom flow among English as a Foreign Language (EFL) learners and the mediating effect of academic self-efficacy. A survey was conducted among 557 Chinese university EFL learners to gather relevant data. Descriptive statistics indicate that the participants exhibited a moderate level of classroom flow and exhibited significant variations based on gender and grade. Analysis using structural equation modeling revealed that teacher support has a noteworthy, positive predictive impact on EFL learners' classroom flow. Furthermore, academic self-efficacy serves as a partial mediator between teacher support and classroom flow, with instrumental and emotional teacher support showing the strongest indirect effects. Notably, various dimensions of teacher support, aligning with students' psychological needs as outlined by self-determination theory, have unique predictive effects on both classroom flow and academic self-efficacy. Appraisal and informational teacher support have the greatest predictive influence on classroom flow among the teacher support considered. The findings enhance understanding of the dynamics between teacher support, academic self-efficacy, and classroom flow, offering practical implications for creating autonomy-supportive educational environments that can elevate EFL learners' engagement and academic achievements. [ABSTRACT FROM AUTHOR]

This study investigated perceptions of classroom climate, the physical environment, and self-agency of students with and without disabilities. Participants were 868 high school students from four mixed-sex day schools and 1 same-sex boarding school in Western Kenya. Of the 868 participants, 431 had disabilities. Participants completed a questionnaire on classroom climate and self-agency. Overall, results showed that even though students perceived their classroom climate to be high in competition and difficulty, they were satisfied with their learning environments and regarded their teachers as being supportive. Friction was low and self-agency was moderate. ANOVA results revealed that there were no statistically significant differences between those with and without disabilities (${F_{1,862}} = 0.69, p= 0.41$F1,862=0.69,p=0.41). MANOVA results for disability status was statistically significant with respect to the classroom climate subscales (${F_{6,857}} = 2.22, p= 0.04$F6,857=2.22,p=0.04). Discriminant analysis structure coefficients identified friction, competition, and cohesion as the primary drivers of this significant result. Group means reveal students identified with a disability had a higher mean for friction, and lower means for cohesion and competition. Self-agency was positively correlated with satisfaction, cohesiveness, competition, and teacher support, and negatively correlated with friction and difficulty. These findings suggest that teacher support plays a significant role in student satisfaction, cohesion, and self-agency, regardless of disability. [ABSTRACT FROM AUTHOR]

While grit is considered essential to EFL learners as they navigate the challenges and setbacks of foreign language learning, it has been largely overlooked by EFL researchers. In this sequential mixed methods study with qualitative data and structural equation modeling (SEM), we examined the role of teacher confirmation and emotional support in predicting L2 grit among 309 low-proficiency Chinese EFL learners who were majoring in music, fine arts, and physical education at Chinese universities. Our results revealed positive correlations between teacher confirmation, emotional support, and L2 grit, with both teacher confirmation and emotional support significantly predicting L2 grit in our presumptive model. Qualitatively, we analyzed 22 participants' responses to three open-ended questions from a semi-structured interview. Interviewees named a spectrum of interpersonal, learner, context, teacher, and task related factors they believed to be affecting their L2 grit. Among the interpersonal factors, teacher-student communication variables were most frequently named, echoing our quantitative findings. We discussed the limitations, pedagogical implications, and recommended future directions of this research. [ABSTRACT FROM AUTHOR]

Grounded in the expectation-confirmation theory and the D&M Information Success Model, this study investigates the factors influencing college students' continuance intention to use mobile learning from three perspectives: educational institutions, instructors, and learners. About 421 college students were randomly selected to participate in a survey measuring their feedback on eight factors (information quality, system quality, service quality, perceived usefulness, confirmation, satisfaction, continuance intention and instructor support). The Smart-PLS method was employed for data analysis. Results indicate that CON and SEQ significantly and positively influenced PU, CON, and TES significantly and positively influenced SAT. Meanwhile, PU and SAT were significant predictors of CI, SYQ and TES significantly and positively predicted CON. The proposed model explained 83.1% of the variance in the continuance intention of mobile learning. Notably, teacher support was proven to significantly and positively impact students' confirmation and satisfaction. Gender did not significantly moderate the relationship between perceived usefulness, satisfaction, and continuance intention. This research fills a gap in the current mobile learning literature and provides theoretical and practical implications for college students' continuance intention toward mobile learning. Plain Language Summary: How Quality and Teacher Support Affect Students ' Willingness to Keep Using Mobile Learning The study aims to understand what influences college students to continue using mobile learning. It examines the impact of system quality, information quality, service quality, and teacher support on students' willingness to keep using mobile learning. Mobile learning, which uses devices like smartphones and tablets for education, has become more popular, especially during the COVID-19 pandemic. It offers flexibility, allowing students to learn anytime and anywhere. However, its effectiveness depends on several factors. While previous studies have explored these factors, few have examined the combined impact of system quality, information quality, service quality, and teacher support. This study aims to fill that gap. The study surveyed 421 college students from three universities in China. Students were asked about their experiences with mobile learning, focusing on eight key factors: information quality, system quality, service quality, perceived usefulness, confirmation, satisfaction, continuance intention, and teacher support. The data were analyzed to identify the relationships between these factors. Information and system quality did not significantly impact perceived usefulness, possibly due to technical issues or information overload. Service quality had a significant positive impact on perceived usefulness. Information quality did not significantly affect confirmation. Good system quality significantly improved overall experience and confirmed expectations. Service quality did not significantly influence confirmation. Meeting students' expectations significantly improved perceived usefulness and satisfaction. Students were more satisfied when mobile learning met their expectations and provided practical benefits. [ABSTRACT FROM AUTHOR]

Professional identity is directly related to college students learning motivation. It is found that the overall level of professional identity of liberal arts students is relatively high, and factors such as different grades, gender, and specialties have an impact on their professional identity, among which the positive effect of teacher support is significant. Accordingly, we should pay attention to improving the social value of liberal arts specialties, implementing customized teacher support, and strengthening the through type training of liberal arts specialties. [ABSTRACT FROM AUTHOR]

The purpose of this intervention study was to develop and evaluate a support model for teachers, designed to assist them in diagnosing students' (age 16–19 years) difficulties and providing feedback to support students' mathematical problem solving. Reporting on an iteration in a design research project, the results showed that the support helped the teachers to provide less procedural information and instead help students construct solutions for themselves. Constraints in achieving this included the nature of some tasks, difficulties in making reasonable diagnoses, and students' inability to communicate their difficulties. [ABSTRACT FROM AUTHOR]

This study explores the relationship between teacher support, learning engagement, flow experience, and junior high school students' English performance. Existing research indicates a significant positive correlation between teacher support and junior high school students' English performance, learning engagement, and flow experience. Additionally, flow experience and learning engagement significantly predict English performance. Based on these findings, it is recommended that teachers improve their teaching strategies and provide more support to increase students' engagement in English learning, helping them maintain a continuous flow state and ultimately improving their English performance. Moreover, teachers should guide students to engage comprehensively in cognitive, emotional, and behavioral aspects to enhance their autonomous learning ability and English performance. [ABSTRACT FROM AUTHOR]

Although much research encourages working with proof in school, it is recognised as a complex topic to teach. This paper investigates proof from a commognitive perspective, drawing on the assumption that a change in the uses of words, visual mediators, narratives, and routines implicitly conveys the meta-rules of the proving discourse. Teachers' reinterpretations of the four discursive aspects are thus recognised as promoting interdiscursivity. With data from an intervention in a Norwegian primary school, interdiscursive moves are identified by analysing the practice of two teachers with no experience with teaching proof. Illustrating examples show teachers interacting with students in small groups or whole-class situations, showing how blending two discourses can play out. The episodes confirm the complexity of teaching proof and illustrate the rich potential for scaffolding students' learning. The article sharpens the commognitive lens on proof learning and emphasises the role of the old discourse in interdiscursive situations. [ABSTRACT FROM AUTHOR]

Previous studies have substantiated the pivotal role of emotions and teachers in student learning, but the underlying mechanism of teachers and emotions on academic engagement remains underexplored. The present study examined the mediating role of teacher support in the relationship between foreign language learning anxiety (FLLA) and academic engagement in online classrooms. Participants were 415 Chinese university students who completed an online questionnaire. The findings of structural equation modelling indicated that teacher support had a partial mediation effect between FLLA and academic engagement. FLLA exhibited a significant negative impact on academic engagement, both directly and indirectly via perceived teacher support. Through both direct and indirect effects, FLLA could explain 44.8% of the variation in academic engagement and the mediation effect accounted for 47.3% of the total effect. The practical implication is that foreign language teachers should extend more support for learners during online learning, and provide learners with feedback adapted to their emotions. Practitioner notesWhat is already known about this topic Emotions have a significant impact on learners' engagement, and positive academic emotions facilitate students' engagement in the class.Students will be more engaged in learning when they perceive support from their teachers.Teacher support was an influential external predictor of students' mood swings.What this paper adds The structural equation modelling shows that teacher support served as a partial mediator between foreign language learning anxiety and academic engagement.Students' social engagement and perceived emotional support were found to have a greater impact on online foreign language learning.This paper further corroborates the relationship among the presences in the CoI framework.Implications for practice and/or policy Mitigating foreign language learning anxiety and improving teacher support are necessary for effective foreign language learning in future online classes.Teachers need to ensure continued intellectual support and provide more emotional support for learners.Teachers are recommended to deliver feedback that aligns with students' emotional state. [ABSTRACT FROM AUTHOR]