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<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">LNE</journal-id><journal-title-group><journal-title>Lecture Notes in Education, Arts, Management and Social Science</journal-title></journal-title-group><issn>TBA</issn><eissn>2705-053X</eissn><publisher><publisher-name>WHIOCE PUBLISHING PTE. LTD.</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.18063/LNE.v3i9.1006</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>The Relationship between Academic Motivation, Academic Self-efficacy and Teacher Immediacy among Chinese First-year College Students</title><url>https://artdesignp.com/journal/LNE/3/9/10.18063/LNE.v3i9.1006</url><author>ShaoJiawen</author><pub-date pub-type="publication-year"><year>2025</year></pub-date><volume>3</volume><issue>9</issue><history><date date-type="pub"><published-time>2025-10-26</published-time></date></history><abstract>This study examines the relationship between academic motivation, academic self-efficacy, and teacher immediacy among Chinese first-year college students (N=35). Results indicate a positive relationship between academic motivation and academic self-efficacy (extrinsic: &amp;rho;=.43, p&amp;lt;.05; intrinsic: &amp;rho;=.46, p&amp;lt;.01). Academic motivation is also positively related to teacher immediacy behaviours across instructional (extrinsic: &amp;rho;=.31; intrinsic: &amp;rho;=.41), relational (extrinsic/intrinsic: &amp;rho;=.36), and personal dimensions (extrinsic: &amp;rho;=.36; intrinsic: &amp;rho;=.46). Although a positive trend exists between academic self-efficacy and teacher immediacy, it was not statistically significant. The findings support previous theoretical claims and offer practical suggestions for enhancing student motivation in Chinese higher education.&amp;nbsp;</abstract><keywords>academic motivation,academic self-efficacy,teacher immediacy,Chinese college students,first-year students,intrinsic motivation,extrinsic motivation</keywords></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>[1] Allen&amp;nbsp;M, Witt&amp;nbsp;P&amp;nbsp;L, Willis&amp;nbsp;R, 2006,&amp;nbsp;The role of teacher immediacy as a factor in student motivation to learn: Testing a causal model using meta-analysis. Communication Education,&amp;nbsp;55(1): 21-31.
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