Unpacking the impact of teacher support on EAP-related perceived academic achievement in EMI context: the mediating role of self-efficacy and academic engagement

IntroductionThis study examines how teacher support influences the EAP-related perceived academic achievement of engineering students in Sino-foreign cooperative “4+0” dual-degree programs. Grounded in Social Cognitive Theory, we propose that teacher support affects perceived academic achievement bo...

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Bibliografski detalji

Glavni autori:	Yanping Yu, Yanling Feng, Dan Liu, Lei Liu
Format:	Artigo
Jezik:	Inglês
Izdano:	Frontiers Media S.A. 2026-05-01
Serija:	Frontiers in Psychology
Teme:	academic engagement English for academic purposes perceived academic achievement self-efficacy sequential mediation teacher support
Online pristup:	https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1830742/full
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