Teacher support and learning engagement of EFL learners: The mediating role of self-efficacy and achievement goal orientation

Abstract Given the extremely preeminent role of students’ learning engagement (LE) in their academic success, investigating predictors LE for EFL learners seems critical. Prior research has demonstrated that external environmental factors (e.g., teacher support) and internal motivational self-efficacy, achievement goal orientation) were related to LE, yet mechanism is still under-explored. Therefore, this study attempted explore associations between support possible underlying through which influences with individual variables self-efficacy orientation mediators China. A sample 466 Chinese college participated study. Results indicated (1) both emotional significantly predicted LE; (2) separate mediation mastery goals performance-approach goals; whereas only (3) support, but not chain goals, goals. These results elucidated different on provided some implications promoting learners’ engagement.