Exploring the relationship between students' perceived teacher support, empathy and boredom in English learning: a structural equation modelling approach

• Published in: Acta psychologica Vol. 257; p. 105112
• Main Authors: Liu, Honggang, Shen, Yutong, Li, Xiaoxue, Zhou, Xueheng
• Format: Journal Article
• Language: English
• Published: Netherlands Elsevier B.V 01.07.2025; Elsevier
• Subjects: Adolescent; Boredom; Control-value theory; Empathy; English learning boredom; English learning empathy; Female; Humans; Latent Class Analysis; Learning; Male; Mediation analysis; Multilingualism; Perceived English teacher support; School Teachers - psychology; Social Support; Students - psychology; English learning boredom; Perceived English teacher support; Control-value theory; Mediation analysis; English learning empathy
• ISSN: 0001-6918; 1873-6297; 1873-6297
• DOI: 10.1016/j.actpsy.2025.105112

The affective turn in foreign language education has introduced several novel constructs, one of which is boredom in foreign language learning. However, there has been a scarcity of research that explores the potential predictors of boredom, considering both external factors such as perceived teacher support and internal personality traits like empathy. Guided by the control-value theory, the present research investigated the potential antecedents of boredom by examining the links between students' perceived teacher support, empathy, and boredom in the context of English learning. Structural equation modelling (SEM) was employed for this investigation. The study involved 408 senior high school students who were learning English as a foreign language. SEM analysis indicated that English learning boredom could be directly and negatively predicted by perceived emotional support. Additionally, perceived instrumental support was found to have an indirect negative effect on boredom via the mediation of empathy in English learning. This research provides valuable insights for educators to enhance students' foreign language learning experiences. •Students' perceived academic support could not alleviate English learning boredom•Students' perceived emotional support could directly alleviate English learning boredom•Students' perceived instrumental support could indirectly alleviate boredom via strengthening empathy in English learning