The Impacts Of Junior High Students’ Perceived Teacher Support On Their Everyday Academic Resilience In English Learning

Everyday academic resilience refers to students’ ability to successfully cope with typical academic setbacks and challenges(such as poor grades and difficult schoolwork)that emerged from their ordinary course of school life.For English learning,due to linguistic differences,the study of it is more challenging than other subjects so students are likely to encounter various setbacks and difficulties in the learning process.Therefore,it is significant to explore how to promote students’ everyday academic resilience in English learning.Teacher support has been proven to be an important factor in students’ everyday academic resilience.However,most studies only investigate the influence of teacher support on students’ everyday academic resilience from a microcosmic perspective,like teachers’ expectations or attitudes,while fewer studies focus on the impact of holistic teacher support behaviors.Meanwhile,most related studies were conducted in foreign countries and few were carried out in the Chinese context.In view of these,the present study attempts to explore the impact of Chinese students’ perceived teacher support on their everyday academic resilience in English learning.The study focuses on three research questions: First,what are the levels of junior high students’ perceived teacher support in English learning? Second,what is the current situation of junior high students’ everyday academic resilience in English learning? Third,does students’ perceived teacher support have impacts on their everyday academic resilience in English learning? If yes,what kind of impacts are they?In the study,284 students from grade seven to grade nine in a junior high school were selected as subjects.Questionnaire and semi-structured interview were adopted to carry out the research.The results are as follows: Overall,junior high school students perceived an upper-moderate level of teacher support in English learning.Emotional support was perceived the most,followed by academic support,and competence support was the lowest;Students have a relatively high level of everyday academic resilience in English learning in which students’ perseverance was the highest,followed by reflecting and adaptive help-seeking,and negative affect and emotional response was the lowest;Students’ perceived teacher support had a significant influence on their everyday academic resilience in English learning.Quantitative and qualitative data indicated that all three dimensions of perceived teacher support significantly affect the three dimensions of everyday academic resilience.Among them,academic support had the greatest effect.Based on the conclusions,the study puts forward some feasible suggestions for English teachers and school leaders to promote students’ everyday academic resilience.