Teacher-Student Relationships As Catalysts For L2 Behavioral Engagement: Exploring The Mediating Roles Of Positive Emotions And Academic Resilience

Abstract

With the ongoing advancement of the positive psychology movement in second language (L2) education, there has been an increasing focus on the dynamics of L2 learning engagement and its principle influencing factors. Among these, the quality of the teacher-student relationship as perceived by L2 learners emerges as a crucial determinant of engagement. However, the potential mediating roles of positive emotions and resilience in this relationship have been inadequately explored in existing literature. This study seeks to clarify the structural relationships between L2 teacher-student relationships, resilience, positive emotions, and L2 engagement in a sample of 753 L2 students (N_male = 394, N_female = 359) in mainland China. Controlling gender, age, home educational resources, and L2 achievement, we utilized structural equation modelling (SEM) to examine the predictive effects of teacher-student relationships on behavioral engagement in L2 learning, with resilience and positive emotions acting as mediators. The results demonstrated that teacher-student relationships positively predicted both positive emotions and resilience. Moreover, these positive emotions and resilience significantly influence behavioral engagement of L2 learners. This study offers empirical evidence for the connection between teacher-student relationships and behavioral engagement, while also advancing the literature by clarifying the mediating mechanisms that connect these two constructs. The findings offer a framework for educators and policymakers to foster more effective learning environments that promote active participation among L2 learners.