师生关系对大学生第二语言学业表现的影响：学生学习动机的中介作用
The Effects of Teacher-Student Relationship on University Students’ L2 Academic Performance: The Mediating Role of Students’ Learning Motivation
摘要: 这项研究探讨了太原理工大学非英语专业二年级学生英语语言学习中师生关系、学习动机和学业表现之间的关联。研究假设强大的师生关系与学生的学业表现和第二语言(L2)学习动机呈正向关联，学习动机起到中介作用。通过对295名参与者的数据进行SPSS 26.0分析，包括描述性统计、独立样本t检验、回归分析和皮尔逊相关分析。研究结果显示师生关系与学习动机之间存在良好的相关性，学习动机与学业表现之间也存在相关性。此外，观察到师生关系中的冲突对学习动机有不利影响，并导致考试焦虑增加。研究证实了学习动机在师生关系与学业表现之间的关系中的中介作用。这些结果强调了培养积极的师生关系的重要性，这可以有效地增强学生的学习动机，从而提高他们的学业成就。该研究为教育工作者和政策制定者提供了有价值的见解，帮助他们促进有效的师生互动，支持学生的语言学习和学业成就。
Abstract: This research examined the association between teacher-student relationships, learning motivation, and academic performance in the English language among second-year students majoring in fields other than English at Taiyuan University of Technology. The study posited that strong teacher-student relationships are positively linked to students’ academic performance and learning motivation in their second language (L2) studies, with learning motivation serving as a mediating factor. Data from 295 participants were subjected to analysis using SPSS 26.0, involving descriptive statistics, independent t-tests, regression, and Pearson correlations. The findings revealed a favorable correlation between teacher-student relationships and learning motivation, as well as between learning motivation and academic performance. Furthermore, it was observed that conflicts in teacher-student relationships had a detrimental impact on learning motivation and led to increased test anxiety. The study confirmed the mediating role of learning motivation in the relationship between teacher-student relationships and academic performance. These results underscore the significance of fostering positive teacher-student relationships, which can effectively bolster students’ learning motivation and, consequently, enhance their academic accomplishments. The study offers valuable insights for educators and policymakers seeking to promote effective teacher-student interactions to support students’ language learning and academic achievements.
文章引用：郭鹤. 师生关系对大学生第二语言学业表现的影响：学生学习动机的中介作用[J]. 国外英语考试教学与研究, 2024, 6(2): 86-92. https://doi.org/10.12677/oetpr.2024.62009

参考文献

[1] Xuan, X., Xue, Y., Zhang, C., Luo, Y., Jiang, W., Qi, M. and Wang, Y. (2019) Relationship among School Socioeconomic Status, Teacher-Student Relationship, and Middle School Students’ Academic Achievement in China: Using the Multilevel Mediation Model. PLOS One, 14, e0213783. [Google Scholar] [CrossRef] [PubMed]
[2] Spilt, J.L., Koomen, H.M. and Thijs, J.T. (2011) Teacher Wellbeing: The Importance of Teacher-Student Relationships. Educational Psychology Review, 23, 457-477. [Google Scholar] [CrossRef] 
[3] Lee, J.S. (2012) The Effects of the Teacher-Student Relationship and Academic Press on Student Engagement and Academic Performance. International Journal of Educational Research, 53, 330-340. [Google Scholar] [CrossRef] 
[4] Hagenauer, G. and Volet, S.E. (2014) Teacher-Student Relationship at University: An Important Yet Under-Re-searched Field. Oxford Review of Education, 40, 370-388. [Google Scholar] [CrossRef] [PubMed]
[5] Koca, F. (2016) Motivation to Learn and Teacher-Student Relationship. Journal of international Education and Leadership, 6, n2.
[6] Roorda, D.L., Jak, S., Zee, M., Oort, F.J. and Koomen, H.M. (2017) Affective Teacher-Student Relationships and Students’ Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement. School Psychology Review, 46, 239-261. [Google Scholar] [CrossRef] 
[7] Xu, Z. and Qi, C. (2019) The Relationship between Teacher-Student Relationship and Academic Achievement: The Mediating Role of Self-Efficacy. EURASIA Journal of Mathematics, Science and Technology Education, 15, Article No: em1758. [Google Scholar] [CrossRef] 
[8] Yunus, M.M., Osman, W.S.W. and Ishak, N.M. (2011) Teacher-Student Relationship Factor Affecting Motivation and Academic Achievement in ESL Classroom. Procedia-Social and Behavioral Sciences, 15, 2637-2641. [Google Scholar] [CrossRef] 
[9] Pianta, R.C. (1994) Patterns of Relationships between Children and Kindergarten Teachers. Journal of school psychology, 32, 15-31. [Google Scholar] [CrossRef] 
[10] Zou, H., Qu, Z.Y. and Ye, Y. (2007) Teacher-Student Relationship and School Adaptation of Primary and Secondary School Students. Psychological Development and Education, 23, 77-82.
[11] Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor: National Center for Research to Improve Postsecondary Teaching and Learning. The University of Michigan.
[12] Wu, J.J. and Cheng, B.L. (1992) Revision of the Motivated Strategies for Learning Questionnaire. Journal of the Chinese Society of Psychological Testing, 39, 59-78.
[13] Roorda, D.L., Koomen, H.M., Spilt, J.L. and Oort, F.J. (2011) The Influence of Affective Teacher-Student Relationships on Students’ School Engagement and Achievement: A Meta-Analytic Approach. Review of Educational Research, 81, 493-529. [Google Scholar] [CrossRef] 
[14] Lei, H., Wang, X., Chiu, M.M., Du, M. and Xie, T. (2023) Teacher-Student Relationship and Academic Achievement in China: Evidence from a Three-Level Meta-Analysis. School Psychology International, 44, 68-101. [Google Scholar] [CrossRef]