01824nam a22002177a 4500 20231020094109.0 231019b ||||| |||| 00| 0 eng d 0022-0671 370 Zeynep Yılmaz Bodur, Abdullah Faruk Kılıç and Sümer Aktan Perceived instructional environment and English achievement: The mediating role of student engagement (Journal Article) USA : Taylor and Francis Group ,2023 100-112 p The Journal of Educational Research , Volume 116, 2023 - Issue 2 This study examined the mediating role of student engagement in the relationship between students’ perception of the instructional environment and English course achievement. The study sample consisted of 456 volunteer students studying in the 6th grade of secondary school in Türkiye. Structural equation modeling was used to examine the mediation relationship between variables. According to the analysis, REACT explains 66% of the SES variance, and both REACT and SES explain 37% of the achievement variance. Moreover, mediational pathways going through SES significantly predicted achievement. In addition, the study determined that SES played a partial mediating role in the relationship between REACT and English achievement. Based on the finding in this study that 90% of the total effect of REACT on achievement is realized through SES, it can be said that teachers can increase students’ achievements in English by supporting their participation in lessons. ***______{For Hard Copy, Please visit Library.}________*** Academic achievement perceived instructional environment student engagement https://doi.org/10.1080/00220671.2023.2203093 PER 0 0 0 0 RIEBPL RIEBPL 2023-10-19 0 370 2023-10-19 00:00:00 2023-10-19 PER 44512 44511