{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,28]],"date-time":"2026-10-28T16:59:14Z","timestamp":1793206754128,"version":"4.5.0"},"reference-count":85,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2022,5,23]],"date-time":"2022-05-23T00:00:00Z","timestamp":1653264000000},"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>Effective teachers create a motivational climate that engages students in course activities in ways that lead to increased learning and achievement. Although researchers have identified motivational climate variables that are associated with students\u2019 engagement and achievement, less is known about how these variables are related in different courses and cultures. The purpose of the two studies presented in this paper was to contribute to this research literature by examining these associations within the context of college English courses in two Chinese universities. Specifically, we investigated the relationships between students\u2019 perceptions of the motivational climate (i.e., perceptions of empowerment\/autonomy, usefulness, success, interest, and caring), cognitive and behavioral engagement, and achievement. This is the first study to examine the connections between all of these variables in one path model in college English courses in China. We administered surveys at two different Chinese universities (<jats:italic>n<\/jats:italic>\u2009=\u2009332 and 259) and used regression and path analysis to examine the relationships among the variables. We demonstrated that (a) students\u2019 perceptions of the motivational climate were related to their cognitive engagement, (b) cognitive engagement was related to their behavioral engagement, and (c) behavioral engagement predicted their achievement. These findings are consistent with and extend the growing body of literature on motivational climate and engagement, and they highlight the importance of some motivational climate perceptions over others as significant predictors of cognitive engagement. We conclude that effective English language teachers in China do the following: help students to believe that they can be successful, trigger and maintain students\u2019 interest, and empower students by providing them with choices in activities and assignments.<\/jats:p>","DOI":"10.3389\/fpsyg.2022.853221","type":"journal-article","created":{"date-parts":[[2022,5,23]],"date-time":"2022-05-23T17:17:42Z","timestamp":1653326262000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":14,"title":["Chinese Students\u2019 Perceptions of the Motivational Climate in College English Courses: Relationships Between Course Perceptions, Engagement, and Achievement"],"prefix":"10.3389","volume":"13","author":[{"given":"Ming","family":"Li","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Brett D.","family":"Jones","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Thomas O.","family":"Williams","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yingjian","family":"Guo","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2022,5,23]]},"reference":[{"key":"ref1","doi-asserted-by":"crossref","first-page":"283","DOI":"10.1007\/978-1-4614-2018-7_13","article-title":"Students\u2019 interest and engagement in classroom activities","volume-title":"Handbook of research on student engagement","author":"Ainley","year":"2012"},{"key":"ref2","doi-asserted-by":"publisher","first-page":"215824401770197","DOI":"10.1177\/2158244017701976","article-title":"Sixty years of language motivation research: Looking back and looking forward","volume":"7","author":"Al-Hoorie","year":"2017","journal-title":"SAGE Open"},{"key":"ref3","volume-title":"Contemporary Language Motivation Theory: 60 Years since Gardner and Lambert (1959).","author":"Al-Hoorie","year":"2019"},{"key":"ref4","doi-asserted-by":"publisher","first-page":"307","DOI":"10.1093\/applin\/amu021","article-title":"The effects of teachers\u2019 in-class motivational intervention on learners\u2019 EFL achievement","volume":"37","author":"Alrabai","year":"2016","journal-title":"Appl. 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