A Structural Equation Model of the Impact of Teacher-student Interaction and Academic Self-concept on EFL Learners' Academic Achievement

While previous academic achievement studies have examined a wide range of cognitive variables, certain non-cognitive variables such as teacher-student interaction and academic self-concept related to academic achievement have remained under-researched, which has resulted in void in the related literature. To this end, a correlational survey research design was used to examine the academic self-concept, and teacher-student interaction factors that had been identified as having contributive roles in EFL learners’ academic achievement. The sample of the study consisted of 218 Iranian EFL university students, aged between 18 and 45. Structural equation modeling hypothesis-testing procedures indicated that the hypothesized model fits the data (χ2=0.37, GFI=0.99, CFI=0.99, RMSEA=0.01). It was revealed that teacher-student interaction directly and significantly influences EFL learners' academic accomplishment (r = 0.35, p = 0.45). Besides, academic self-concept was known to be a significant factor in improving students' achievement (r = 0.24, p = 0.32). The obtained results also indicated that the impact of teacher-student interaction on EFL learners' academic achievement is mediated by the effects of academic self-concept. The causal contribution of psychological factors, consisting of teacher-student interaction and academic self-concept to EFL learners’ academic achievement was validated. The findings of this exploratory research have some implications for classroom practice.