Effect Of Senior High School Students’ Perceived Social Support On Their English Learning Engagement

Learning engagement refers to students’ behavioral,emotional and cognitive investment in learning activities,which reflects students’ real learning status and is an important indicator to evaluate students’ learning quality and plays an important role in students’ learning and development.The establishment of good learning engagement is not only affected by students’ inner psychology,but also by external factors in their learning activities.High school students’ English learning is embedded in a certain external environment,in which social support is an important factor.Relevant research shows that social support,as an external factor of human survival and development,plays a crucial role in people’s academic achievement and social psychological adjustment,but social support can have a positive effect on students only when it is perceived by them.However,previous studies mainly focus on the field of pedagogy and psychology,and there is less research on English subject.Besides,participants mainly focus on college students,less research on senior high school students.Therefore,it is of great significance to explore the effect of senior high school students’ perceived social support on their English learning engagement.This study investigated the relationships between perceived social support and English learning engagement,and studied the effects of perceived social support on their English learning engagement by using questionnaires and semi-structured interviews to collect data from 813 senior high school students in Qiannan Bouyei and Miao Autonomous Prefecture of Guizhou Province.The research questions are as follows:(1)What is the current situation of senior high school students’ English learning engagement?(2)What is the current situation of senior high school students’ perceived social support in English learning?(3)Are there any relationships between students’ perceived social support and their English learning engagement? If yes,to what extent can students’ perceived social support affect their English learning engagement?(4)What are other factors affecting senior high school students’ English learning engagement?The quantitative data were analyzed by using descriptive statistics,pearson correlation analysis,multiple regression analysis.The qualitative data were analyzed by using thematic analysis.The results are as follows:(1)High school students’ English learning engagement is at middle level at the overall level and category level(behavioral engagement,affective engagement,cognitive engagement).Among them,the level of cognitive engagement is the lowest.(2)High school students’ perceived social support is at high level.Among the three dimensions,perceived teacher support and perceived peer support are at high level,while perceived parental support is at medium level.(3)The three dimensions of perceived social support of senior high school students(perceived teacher support,perceived peer support and perceived parental support)are positively correlated with English learning engagement and its three dimensions(behavioral engagement,affective engagement and cognitive engagement).Further regression analysis shows that perceived teacher support,perceived peer support and perceived parental support have significant effects on English learning engagement.Among them,perceived teacher support has the greatest effect.(4)The factors affecting high school students’ English learning engagement include: internal factors(students’ English learning motivation,English academic self-efficacy,students’ emotions)and external factors(students’ academic burden and learning atmosphere).Based on the above research results,the following implications were obtained:(1)To pay attention to students’ English learning and personal life(2)To play the exemplary role of peer and create a good English learning atmosphere(3)To strengthen the cooperation between parents and teachers and pay attention to the cultivation of students’ positive internal psychological quality.(4)To strengthen students’ awareness of autonomous learning and train students’ English learning strategies.