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<p>Most studies exploring students’ engagement in English writing focus on one influencing factor, while the effect of teacher and peer support on students’ engagement in English writing lacks detailed research. This study aimed to investigate the relationship between teacher support, peer support, and students’ English writing engagement, while the mediating effect of English writing anxiety and English writing self-efficacy in these underlying relationships was considered. The 1045 middle school students participated completed questionnaire. Results showed that teacher support and peer support positively predicted students’ English writing engagement, negatively predicted students’ English writing anxiety, and positively predicted English writing self-efficacy. English writing anxiety negatively predicted students’ English writing engagement and English writing self-efficacy positively predicted English writing engagement. Peer support exerted significantly but weaker effects compared to teacher support. Students’ English writing engagement was affected by teacher support and peer support through 3 different pathways (the mediating role of English writing anxiety, the mediating role of English writing self-efficacy, and the chain mediating role of both English writing anxiety and English writing self-efficacy). The mediating effect of English writing self-efficacy were higher than the mediating effect of English writing anxiety. The study revealed the potential influence mechanism of teacher support, peer support, and English writing engagement.</p>

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Chain mediating role of English writing anxiety and English writing self-efficacy between teacher support, peer support, and English writing engagement among middle school students in China

  • 期刊论文

  • 发表日期：

    2025年10月22日

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  • Rui Gou,
  • Xin Yang,
  • Xiaohui Chen,
  • Hanxi Wang

摘要

Most studies exploring students’ engagement in English writing focus on one influencing factor, while the effect of teacher and peer support on students’ engagement in English writing lacks detailed research. This study aimed to investigate the relationship between teacher support, peer support, and students’ English writing engagement, while the mediating effect of English writing anxiety and English writing self-efficacy in these underlying relationships was considered. The 1045 middle school students participated completed questionnaire. Results showed that teacher support and peer support positively predicted students’ English writing engagement, negatively predicted students’ English writing anxiety, and positively predicted English writing self-efficacy. English writing anxiety negatively predicted students’ English writing engagement and English writing self-efficacy positively predicted English writing engagement. Peer support exerted significantly but weaker effects compared to teacher support. Students’ English writing engagement was affected by teacher support and peer support through 3 different pathways (the mediating role of English writing anxiety, the mediating role of English writing self-efficacy, and the chain mediating role of both English writing anxiety and English writing self-efficacy). The mediating effect of English writing self-efficacy were higher than the mediating effect of English writing anxiety. The study revealed the potential influence mechanism of teacher support, peer support, and English writing engagement.