Teacher autonomy support predicts intended effort among EFL learners: the mediating role of hope and shame

Despite the growing body of literature on teacher autonomy support (TAS) and student motivation in educational contexts, there remains a paucity of research investigating the mediating mechanisms through which TAS influences intended effort (IE) among Chinese English as a Foreign Language (EFL) learners, particularly regarding the roles of hope and shame, two important but often-underemphasized achievement emotion. To this end, drawing upon the Control-Value Theory of achievement emotions, this study explores the mediating roles of hope and shame in the relationship between TAS and IE among 402 EFL learners from a key university in northern China. Structural equation modeling reveals that TAS positively predicts both IE and hope while negatively impacting shame. Furthermore, hope positively affects IE and mediates the association between TAS and IE, whereas shame exerts a detrimental effect on IE and mediates the relationship between TAS and IE. Pedagogical implications and suggestions for future research are provided.