Mediating effect of sense of belonging on the relationship between teacher support and science literacy: evidence from Lebanon

Exploring the effect of teacher autonomy support on Chinese EFL undergraduates' academic English speaking performance through the mediation of basic psychological needs and classroom engagement

Introduction

The capacity to speak English for academic purposes is a pivotal facet of language education and assessment. Despite the substantial research approving the significant role of teachers in L2 learning, it remains unclear how exactly teachers' support for students' learning autonomy influences EFL learners' academic English speaking performance.

Methods

To address this primary concern, this study drew ground from the Self-System Model of Motivational Development (SSMMD) and adopted a mixed-method approach to examine teacher autonomy support's direct and indirect effects on Chinese EFL undergraduates' academic English speaking performance through the mediation of basic psychological needs and classroom engagement. 247 first-year university students participating in academic English speaking courses were recruited in this study.

Results and discussion

The quantitative results of the questionnaire indicated that students' perceived teacher support for autonomy directly predicted English speaking performance, and it also indirectly influenced students' speaking performance via the mediation of classroom engagement and basic psychological needs. Students' responses in the semi-structured interview further verified the positive effect of teacher autonomy support on academic English speaking development in the classroom. Pedagogical implications were also discussed based on the findings.

The influence of teacher support on vocational college students’ information literacy: The mediating role of network perceived usefulness and information and communication technology self-efficacy

This paper uses the network perceived usefulness scale, Information and Communication Technology (ICT) self-efficacy scale, teacher support questionnaire and higher vocational students’ information literacy scale to explore the multiple intermediary functions of network perceived usefulness and ICT self-efficacy in teacher support and higher vocational students’ information literacy from the perspective of multiple intermediary effects, and uses structural equation model for data modeling and analysis. The results show that the information literacy of higher vocational students is positively correlated with teacher support, usefulness of network perception and ICT self-efficacy. Teachers’ support is positively correlated with ICT self-efficacy and network perceived usefulness, and network perceived usefulness and ICT self-efficacy play a significant mediating role between teachers’ support and information literacy of higher vocational students. Based on the research results, some suggestions are put forward to guide teachers to help students clearly recognize the role of information technology, improve ICT self-efficacy, improve information literacy and better integrate into digital society.

Teachers' Value Consonance and Employee-Based Brand Equity: The Mediating Role of Belongingness and Self-Efficacy

This study investigated the impact of value consonance on employee-based brand equity through the mediating role of teachers' self-efficacy and belongingness. For this purpose, a deductive approach was followed, and data were collected under a cross-sectional research design from academia through a questionnaire. Prior approval from the administration was sought before administrating the questionnaire on a large scale and a sample of 520 teachers was approached in the first phase. At this stage, 418 answered questionnaires were received, while in the second wave, questions related to the teacher's self-efficacy and employee-based brand equity were asked from the respondents. Out of these 418 re-distributed questionnaires, 387 were received back and after discarding the partially filled and incomplete questionnaires, the useable sample size was left as 372. Data have been analyzed by using the structural equation modeling technique, which was assessed through measurement and structural model. Results indicate that value consonance can promote positive behaviors in the workplace. Moreover, teachers with high self-efficacy can develop based on brand equity. Similarly, employees with high-value consonance develop a sense of belongingness with their academic institutes. Limitations and future directions are also discussed.