Exploring the Moderated Mediation Mechanism Between Teacher Support and Perseverance in Foreign Language Learning

Abstract

Abstract:

This study is set against the backdrop of online English learning and aims to explore the relationship between the English teacher support perceived by students and the development of their perseverance in English learning. The researchers proposed a Moderated Mediation Model to investigate the mediating role of gender roles and the moderating role of gender. The research participants were 818 students from a high school in northern China who participated in online English learning, including 495 boys and 323 girls. The results of the Mediation Model first indicate that gender roles (masculine and feminine) play a partial mediating role between the English teacher support perceived by students and the perseverance in English learning. The results of the Moderated Mediation Model further show that gender only plays a moderating role in the path from “teacher support” to “feminine gender role”. Among them, the positive relationship between English teacher support and feminine gender role is stronger in boys. The research results clarify that in the process of online learning, positive interaction with English teachers is conducive to the development of students’ androgynous characteristics - that is, the joint development of masculine and feminine related traits, which is beneficial to the development of students’ perseverance in English learning; the influence of this kind of encouragement and support from teachers on the development of feminine traits in boys is more significant than that in girls. For relevant research significance, please refer to the discussion section.

Key words:English teacher support,gender role,perseverance,gender,online foreign language (English) learning

CLC Number:

H315.9

QI Yan. Exploring the Moderated Mediation Mechanism Between Teacher Support and Perseverance in Foreign Language Learning[J]. Contemporary Foreign Languages Studies, 2024, 24(5): 150-162.

Figures/Tables5

	M	SD	1	2	3
1.英语教师在线支持	3.71	0.67	--
2.女性化	5.56	0.77	0.33^*	--
3.男性化	4.90	0.93	0.24^*	0.46^*	--
4.在线英语学习的坚毅品质	2.93	0.50	0.32^*	0.33^*	0.32^*

因变量	预测变量	模型4			模型59
因变量	预测变量	B	SE	t	B	SE	t
男性化	常数	3.64	0.18	20.53^***	0.00	0.03	0.06
	TS	0.34	0.05	7.20^***	0.34	0.05	7.20^***
	Gender^a				-0.02	0.06	-0.31
	TS*Gender				0.13	0.10	1.39
	$R 2$ = 0.06				$R 2$ = 0.06
女性化	常数	4.14	0.14	28.91	0.00	0.03	0.13
	TS	0.38	0.04	10.12^***	0.39	0.04	10.23^***
	Gender				0.03	0.05	0.56
	TS*Gender				0.23	0.08	2.96^**
	$R 2$ = 0.11				$R 2$ = 0.12
坚毅品质
	常数	1.23	0.13	9.53^***	2.93	0.02	186.46^***
	TS	0.16	0.03	6.35^***	0.16	0.03	6.26^***
	MAS	0.10	0.02	5.05^***	0.10	0.02	4.99^***
	FEM	0.11	0.02	4.80^***	0.11	0.02	4.53^***
	Gender				0.02	0.03	0.70
	Gender*TS				-0.01	0.05	-0.26
	Gender*MAS				0.04	0.04	0.90
	Gender*FEM				0.07	0.05	1.46
	$R 2$ = 0.18				$R 2$ = 0.19

	Effect Size	Boot SE	Boot LLCI	Boot ULCI	Ratio
总效应	0.24	0.02	0.19	0.28
直接效应	0.16	0.03	0.11	0.21	0.67
间接效应	0.08	0.01	0.06	0.10	0.33
男性化	0.04	0.01	0.02	0.07	0.19
女性化	0.03	0.01	0.02	0.05	0.14

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