Through a questionnaire survey among 1350 Chinese English learners,this study compares the effects of the total and three sub-dimensions of teacher support(autonomy,competence,and relatedness support)on learners'total and three sub-dimensional learning engagement(emotional,behavioral,and cognitive engagement)in the context of College English classro-oms.Results of the descriptive analysis and correlation analysis reveal the significant correlations between teacher support and learners'learning engagement,and there exist relatively big individual differences.Results of the multiple linear regression analy-sis reveal that compared to a single sub-dimension of teacher support,the total teacher support has greater effect on learners'learning engagement.Among the three sub-dimensions of teacher support,teachers'autonomy support is more associated with learners'emotional engagement,while is less associated with their cognitive engagement than that of teachers'competence sup-port;teachers'relatedness support exerts the largest effect on enhancing learning engagement.This study provides empirical evi-dence for the scientific implementation of teacher support strategies and for the construction of supportive classrooms.
teacher supportlearning engagementCollege Englishmultiple linear regressionChinese English learners
NETL
NSTL
万方数据
