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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Educational Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1358776
This article is part of the Research Topic Highlights in Educational Psychology: Teacher-student Relationship View all 24 articles

Autonomy Support, Peer Relations, and Teacher-Student Interactions: Implications for Psychological Well-being in Language Learning

Provisionally accepted
Di Wu Di Wu 1*Xin Dong Xin Dong 2
  • 1 Dalian University of Foreign Languages, Dalian, China
  • 2 Université Toulouse - Jean Jaurès, Toulouse, France

The final, formatted version of the article will be published soon.

    Introduction: This research explores the intricate interplay among teacher-student relationships, perceived autonomy support, peer relationships, and their collective impact on the psychological well-being of 387 university students enrolled in French language courses across diverse academic institutions in China. Methods: Employing Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM), this study aims to establish the validity and robustness of the proposed model. Data collection involved online surveys utilizing Likert scales and standardized measures to assess variables concerning educational relationships and psychological well-being.The findings reveal significant associations between teacher-student relationships, autonomy support, positive peer relationships, and psychological well-being. Importantly, analyses demonstrate the influential role of positive peer relationships in mediating the effects of teacher-student relationships and autonomy support on students' psychological well-being. Discussion: These outcomes emphasize the crucial significance of educational relationships in shaping students' psychological well-being within academic settings. The findings contribute to understanding the nuanced dynamics of educational interactions and their profound implications for student well-being. This highlights the necessity of cultivating positive educational environments for enhanced student mental health.

    Keywords: teacher-student relationships, autonomy support, peer relationships, psychological well-being, French language learning, structural equation modeling (SEM)

    Received: 20 Dec 2023; Accepted: 31 Jul 2024.

    Copyright: © 2024 Wu and Dong. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Di Wu, Dalian University of Foreign Languages, Dalian, China

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.