Perceived teacher-student rapport and academic engagement in Chinese EFL learners: The mediating role of language learning anxiety.
- DOI
- 10.1016/j.actpsy.2026.106432
- Published
- 2026 Apr
- Container
- Acta psychologica
- Publisher
- Not recorded
- Open access
- unknown
Credibility signals
limited evidence Score 43/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.
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Cite this work
BibTeX
@article{allodium:10.1016/j.actpsy.2026.106432,
title = {Perceived teacher-student rapport and academic engagement in Chinese EFL learners: The mediating role of language learning anxiety.},
author = {Li M},
year = {2026},
journal = {Acta psychologica},
doi = {10.1016/j.actpsy.2026.106432},
url = {https://doi.org/10.1016/j.actpsy.2026.106432}
}RIS
TY - JOUR TI - Perceived teacher-student rapport and academic engagement in Chinese EFL learners: The mediating role of language learning anxiety. AU - Li M PY - 2026 JO - Acta psychologica DO - 10.1016/j.actpsy.2026.106432 UR - https://doi.org/10.1016/j.actpsy.2026.106432 ER -
APA
M, L. (2026). Perceived teacher-student rapport and academic engagement in Chinese EFL learners: The mediating role of language learning anxiety.. Acta psychologica. https://doi.org/10.1016/j.actpsy.2026.106432
Source records
- pubmed · retrieved 2026-09-26T22:36:11.698Z