The Interplay between Perceived Teacher Support, Self-regulation, and Psychological Well-being among EFL Students

Document Type : Original Article

Authors

1 Golestan University, Gorgan, Iran

2 University of Kurdistan, Iran

Abstract

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.

Keywords

Iranian Journal of Language Teaching Research
Volume 12, 3 (Special Issue)
December 2024
Pages 113-138

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History

  • Receive Date: 14 December 2024
  • Accept Date: 14 December 2024

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