{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,29]],"date-time":"2026-10-29T15:11:03Z","timestamp":1793286663372,"version":"4.5.0"},"reference-count":74,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2021,10,28]],"date-time":"2021-10-28T00:00:00Z","timestamp":1635379200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:p>\n                    Students\u2019 academic engagement depends on a variety of factors that are related to personal learner characteristics, the teacher, the teaching methodology, peers, and other features in the learning environment. Components that influence academic engagement can be cognitive, metacognitive, affective, social, task-related, communicative, and foreign language-related. Rather than existing in isolated spheres, the factors contributing to an individual\u2019s academic engagement intertwine and overlap. The relationships students cultivate with others are prominent in several of these areas. Positive interpersonal relationships enhance individuals\u2019 enthusiasm for learning (\n                    <jats:xref>Mercer and D\u00f6rnyei, 2020<\/jats:xref>\n                    ), which benefits sustainable learning success and self-confidence. The relationships between students and teachers and the perceptions students have of their teachers seem to be particularly influential on students\u2019 engagement in academic undertakings. Problem-based learning (PBL), a teaching approach particularly suitable for tertiary education, involves students in authentic problem-solving processes and fosters students\u2019 self-regulation and teamwork. Intensive relationship-building is one of the key characteristics of this student-centered approach (\n                    <jats:xref>Amerstorfer, 2020<\/jats:xref>\n                    ). The study reported in this article explores the connection between the academic engagement of 34 students and their perceptions of three instructors in a teacher education program for pre-service English teachers in Austria. An online questionnaire was used to investigate the participants\u2019 perceived academic engagement (effort, dedication, learning success) in a university course that implements PBL as its underlying teaching methodology in comparison to conventional teaching approaches. The study further examines how the students perceived the course instructors\u2019 caring, credibility, communication style, and feedback, which leads to new information about how PBL shapes student-teacher relationships. Due to Covid-19, the otherwise face-to-face course was taught online.\n                  <\/jats:p>","DOI":"10.3389\/fpsyg.2021.713057","type":"journal-article","created":{"date-parts":[[2021,10,28]],"date-time":"2021-10-28T00:43:13Z","timestamp":1635381793000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":261,"title":["Student Perceptions of Academic Engagement and Student-Teacher Relationships in Problem-Based Learning"],"prefix":"10.3389","volume":"12","author":[{"given":"Carmen M.","family":"Amerstorfer","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Clara","family":"Freiin von M\u00fcnster-Kistner","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2021,10,28]]},"reference":[{"key":"B1","doi-asserted-by":"publisher","first-page":"75","DOI":"10.23963\/cnp.2020.5.1.4","article-title":"Problem-based learning for preservice teachers of English as a foreign language.","volume":"5","author":"Amerstorfer","year":"2020","journal-title":"Colloquium New Philol."},{"key":"B2","author":"Amerstorfer","year":"2021","journal-title":"Digital teaching during the Covid-19 pandemic."},{"key":"B3","doi-asserted-by":"publisher","first-page":"134","DOI":"10.1080\/87567550209595894","article-title":"Factors that make faculty and student relationships effective.","volume":"30","author":"Anderson","year":"2002","journal-title":"College Teaching"},{"key":"B4","doi-asserted-by":"publisher","DOI":"10.1007\/978-981-13-0941-0","author":"Ansarian","year":"2018","journal-title":"Problem-based language learning and teaching: An innovative approach to learn a new language."},{"key":"B5","doi-asserted-by":"publisher","first-page":"63","DOI":"10.1080\/03634520500343400","article-title":"The effect of teacher misbehaviors on teacher credibility and affect for the teacher.","volume":"55","author":"Banfield","year":"2006","journal-title":"Communicat. 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