Teacher support positively predicts mastery-approach and performance-approach goals, but not mastery-avoidance or performance-avoidance goals, in AI-assisted English learning¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2026 · checked against its sources 2026-10-18 (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? Teacher support significantly predicted mastery-approach goals (β = 0.434) and performance-approach goals (β = 0.402), while paths to mastery-avoidance and performance-avoidance goals were not supported. → 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
Structural equation modeling of survey data from 758 Chinese university EFL learners tested nine hypothesized paths, of which six were significant. The supported paths include teacher support to mastery-approach (β = 0.434) and to performance-approach (β = 0.402), both p < 0.001; the avoidance-goal paths were unsupported, with "teacher support to mastery-avoidance" among the three non-significant paths.
"Only three paths were not supported: teacher support to mastery-avoidance, teacher support to performance-avoidance, and mastery-avoidance to engagement."
Discussion¶
Learner Variables¶
- Achievement Goal Orientation — outcome: instruction changes it
- Social Supports — predictor: learners who differ on it differ in outcomes
Related Claims¶
- 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 correlates with mastery-approach and performance-approach goals and engagement, but not with avoidance-oriented goals — related
- Teacher support directly and positively predicts learning engagement in AI-assisted English learning — related
- Only mastery-approach and performance-approach goals mediate the relationship between teacher support and engagement in AI-assisted English learning — related
- Mastery and performance-approach goals positively predict self-efficacy while performance-avoidance goals negatively predict it across all three grade levels — related
- Epistemic beliefs about the justification of scientific knowledge predict mastery and performance-approach goals positively and performance-avoidance goals negatively in fifth grade — related
- Mastery-approach goals are positively related to time management, while performance-approach relations are inconsistent and performance-avoidance goals show no association — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
teacher-support-predicts-approach-goals-ai-efl |
title |
Teacher support positively predicts mastery-approach and performance-approach goals, but not mastery-avoidance or performance-avoidance goals, in AI-assisted English learning |
description |
Teacher support positively predicts mastery-approach and performance-approach goals, but not mastery-avoidance or performance-avoidance goals, in AI-assisted English learning |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
source_checked |
2026-10-18 |
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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