Perceived teacher support and learning engagement are critical psychological factors that affect academic achievement. However, previous studies have paid little attention to the joint impact mechanism of these two factors on senior high school students'English learning outcomes. This study examined 355 students from a high school in Hebei Province, employing a mixed-methods design that integrated quantitative questionnaires and qualitative interviews to explore the underlying mechanisms between perceived teacher support and English academic achievement, as well as the mediating role of learning engagement. The results indicated that perceived teacher support, learning engagement, and their sub-dimensions are all significantly positively correlated with English academic achievement. Moreover, learning engagement fully mediated the relationship between perceived teacher support and English academic achievement. These findings provide valuable theoretical and practical implications for fostering positive teacher-student relationships and improving students'academic achievement.

Xindi Yang, Xueai Li. A Study on the Effect of Perceived Teacher Support on English Academic Achievement among Senior High School Students: The Mediating Role of Learning Engagement. International Journal of New Developments in Education (2025), Vol. 7, Issue 9: 1-9. https://doi.org/10.25236/IJNDE.2025.070901.

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