Teacher emotional support and learning engagement: a sequential mediation model of basic psychological needs satisfaction and enjoyment

Objectives Based on Self-Determination Theory, this study explores the mechanism by which teacher emotional support (TES) influences learning engagement of English as a foreign language (EFL) students, focusing on the mediation roles of basic psychological needs (BPNs) satisfaction and foreign language enjoyment. Methods A cross-sectional investigation was conducted with 442 EFL undergraduates in Hainan Province. Data were collected using validated scales measuring teacher emotional support, basic psychological needs satisfaction, foreign language enjoyment, and learning engagement. Path analysis and bootstrap analysis were conducted to test the hypothesized sequential mediation model. Results Findings revealed teacher emotional support significantly positively predicted learning engagement (β = 0.258) and operated through three indirect pathways: (1) the primary mediating role of basic psychological needs satisfaction (β = 0.211); (2) the modest mediating role of foreign language enjoyment (Effect = 0.061); (3) the sequential mediating role of basic needs satisfaction and foreign language enjoyment (Effect = 0.048). The total indirect effect size is 0.319 and the total effect is 0.577. Conclusion Teacher emotional support enhances EFL students' learning engagement through multiple pathways. The most potent of these is the satisfaction of basic psychological needs. Foreign language enjoyment also serves as a significant mediator. Furthermore, a sequential chain wherein need satisfaction fosters enjoyment, which in turn drives engagement, was empirically supported. This research underscores the importance of addressing both motivational and emotional channels to optimize EFL classroom instruction.