The complex interplay between students' perceived teacher support, self-esteem, and demotivation in English learning

Abstract

The detrimental effect of demotivation on language learning engagement and achievement highlights the necessity to explore its antecedents. This research specifically delves into the intricate interplay between demotivation, self-esteem, and students' perceived English teacher support, examining how English teacher support influences demotivation through the mediation of self-esteem. This quantitative study involved 628 senior high school students from northern China. Data were collected using questionnaires assessing students' perceived English teacher support, self-esteem, and demotivation. The relationships among these factors were examined using structural equation modeling. The findings revealed that emotional support and instrumental support indirectly reduced demotivation through the mediating role of self-esteem. In contrast, academic support did not significantly affect self-esteem or demotivation. These findings underscore the significance of emotional and instrumental support in fostering learners' self-esteem and thereby reducing demotivation in English learning.