Influences of Teachers’ Support on Students’ Self-regulation in ESL Collaborative Learning: Mediating Role of Students’ Motivation

• In Event: Motivation in STEM Learning Environments

Abstract

This study investigated the influences of teachers’ support on students' self-regulated learning (SRL) in English as a second language collaborative learning and the mediating role of motivation in these relationships with 386 primary students in Hong Kong. The results revealed that informational support significantly enhanced students' goal-setting and planning, both directly and indirectly through increased self-efficacy. In contrast, instrumental support negatively impacted students' goal-setting and planning. Emotional support was positively associated with behavioral regulation and self-evaluation. Appraisal support had broad positive effects on goal-setting and planning, monitoring, behavioral regulation, and self-evaluation. The findings highlighted the distinct impacts of multifaceted teachers’ support and confirmed the mediating role of students’ motivation, providing valuable practical insights for optimizing instructions to enhance students' SRL.

Authors

• Barry Bai, Chinese University of Hong Kong

• Xuan Zang, Chinese University of Hong Kong

• Qingyao Dan, The Chinese University of Hong Kong

• Hongfang Li, Baicaoyuan Kindergarten

• Yuhong Jiao, The Chinese University of Hong Kong

• Yu Su, The Chinese University of Hong Kong

• To Chan, The Chinese University of Hong Kong

• Miranda Lin, Illinois State University