Teacher Motivational Strategies and Student English Academic Achievement: A Correlation Study Based on Self-Determination Theory in Chinese Higher Education
Abstract
This study investigates the relationship between teacher motivational strategies and student English academic achievement. Guided by Self
Determination Theory, a cross-sectional survey was conducted among 382 sophomore students recruited through stratified sampling from
three tiers of universities in Guizhou Province, yielding an effective response rate of 90.95%. Teacher motivational strategies were measured
using the Learning Climate Questionnaire, and English achievement was obtained from official course grades.
Results indicate that all three dimensions of teacher motivational strategiesemotional support, competence support, and autonomy
supportare significantly and positively correlated with English academic achievement. Competence support demonstrated the strongest cor
relation with English achievement.
Theoretically, this study extends the applicability of Self-Determination Theory in East Asian educational contexts. Practically, it pro
vides guidance for designing targeted teacher motivational strategies, emphasizing competence development as a primary strategy while rec
ognizing the complementary roles of autonomy support and emotional care in enhancing English learning outcomes.
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DOI: http://dx.doi.org/10.70711/eer.v3i4.9220
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