Indirect Effects of Teacher Support on Emotional and Academic Outcomes for English Language Learners

Abstract

This study investigated the relationship between teacher support, internalizing symptoms, and academic achievement in a sample of English Language Learners (ELLs) and non-English Language Learners (non-ELLs). Participants were middle school students from a culturally and linguistically diverse suburban school district. Linear regressions were used to examine mediation, moderation, and moderated-mediation models of teacher support on internalizing symptoms and academic achievement. The results showed that increased teacher support was related to higher classroom grades, particularly for non-ELLs, and decreased internalizing symptoms for both ELLs and non-ELLs. Implications, limitations, and directions for future research are discussed.