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The Interplay between Perceived Teacher Support, Self-regulation, and Psychological Well-being among EFL Students | ||
| Iranian Journal of Language Teaching Research | ||
| دوره 12، 3 (Special Issue)، اسفند 2024، صفحه 113-138 اصل مقاله (516.61 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.30466/ijltr.2024.121579 | ||
| نویسندگان | ||
| Ali Derakhshan* 1؛ Jalil Fathi2 | ||
| 1Golestan University, Gorgan, Iran | ||
| 2University of Kurdistan, Iran | ||
| چکیده | ||
| This study examined the interconnections between perceived teacher support, student self-regulation, and psychological well-being among undergraduate English majors in Iran (n = 347). Confirmatory factor analysis (CFA) validated the measurement model, demonstrating sound internal consistency as well as convergent and discriminant validity. Harman’s one-factor test ruled out significant common method bias. Structural equation modeling (SEM) supported the proposed model, revealing a direct positive influence of perceived teacher support on psychological well-being. Moreover, teacher support indirectly enhanced well-being by fostering self-regulation skills. Measurement invariance analyses across genders confirmed configural and metric invariance, suggesting equivalent model structure and factor loadings. However, partial scalar invariance indicated potential minor gender-based differences in interpreting the measures. These findings highlight the significant relationships between teacher support, student self-regulation, and psychological well-being within the Iranian English major context. | ||
| کلیدواژهها | ||
| perceived teacher support؛ self-regulation؛ psychological well-being؛ English as a Foreign Language (EFL)؛ Iranian university students | ||
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