The Relationship Between Teacher-Student Relationship,Willingness to Communicate,and Academic Resilience in Online English Learning
This study examines the mediating effect of willingness to communicate in the relationship between teacher-student interaction and academic resilience in English among students from socioeconomically underprivileged families within the online learning context.A total of 3,600 eleventh-grade students from three schools in a northern city of China participated in this English assessment and completed an online survey.Of these,888 students were from underprivileged families,and 102 students,whose English scores were in the top 25%,were identified as academically resilient in English.Controlling for gender,significant correlations were found between teacher-student interaction,willingness to communicate,and the likelihood of socioeconomically disadvantaged students becoming academically resilient in English.The willingness to communicate partially mediated the relationship between teacher-student interaction and students'likelihood of academic resilience,accounting for 21.6%of the mediation effect.The results suggest that a positive relationship between English teachers and students can enhance the willingness of SED students to engage in online communication in English,subsequently increasing their chances of attaining good grades and becoming academically resilient.
teacher-student relationshipacademic resiliencewillingness to communicatesocioeconomic statusonline english learning
万方数据
维普
