Only mastery-approach and performance-approach goals mediate the relationship between teacher support and engagement in AI-assisted English learning¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Bootstrapped indirect effects through mastery-approach (β = 0.135) and performance-approach (β = 0.121) goals were significant, while mediation via mastery-avoidance and performance-avoidance goals was nonsignificant. → Yongliang Wang & Yaobo Wang 2026
Evidence¶
Yongliang Wang & Yaobo Wang 2026¶
Yongliang Wang & Yaobo Wang. (2026). Explaining learning engagement in AI-assisted learning through teacher support and achievement goals: insights from goal-setting theory. Humanities and Social Sciences Communications 13:1215. https://doi.org/10.1057/s41599-026-07636-8
q2 · i? · associational · r2
Mediation analysis used bootstrapping with 5000 resamples and 95% bias-corrected CIs. Indirect effects via mastery-approach (β = 0.135, CI 0.096–0.187) and performance-approach (β = 0.121, CI 0.087–0.169) were significant at p < 0.001; the avoidance-goal pathways had CIs including zero.
"the indirect effects of teacher support on engagement through mastery-approach and performance-approach goals were statistically significant, as their 95% CIs did not include zero. In contrast, the mediating effects via mastery-avoidance and performance-avoidance goals were nonsignificant."
Discussion¶
Learner Variables¶
- Achievement Goal Orientation — predictor: learners who differ on it differ in outcomes
Related Claims¶
- AI dependency mediates the relationship between teacher support and learning burnout — related
- Mastery-approach, performance-approach, and performance-avoidance goals positively predict engagement, while mastery-avoidance goals do not, in AI-assisted English learning — related
- Teacher support positively predicts mastery-approach and performance-approach goals, but not mastery-avoidance or performance-avoidance goals, in AI-assisted English learning — related
- Teacher support directly and positively predicts learning engagement in AI-assisted English learning — related
- Teacher support correlates with mastery-approach and performance-approach goals and engagement, but not with avoidance-oriented goals — related
- Mastery-approach goals are positively related to time management, while performance-approach relations are inconsistent and performance-avoidance goals show no association — related
- Mastery-avoidance goals show no significant association with academic dishonesty — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
approach-goals-mediate-support-engagement-ai |
title |
Only mastery-approach and performance-approach goals mediate the relationship between teacher support and engagement in AI-assisted English learning |
description |
Only mastery-approach and performance-approach goals mediate the relationship between teacher support and engagement in AI-assisted English learning |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-12 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — yongliang-wang-yaobo-wang-2026 |
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