Linking Teacher Support to Student Well‐Being Through Personal Best Goals in AI Supported English Learning: A Goal Setting Theory Perspective

ABSTRACT This study examines how teacher support relates to senior high school students' well‐being in AI‐supported English learning and tests whether personal best goals mediate this association from a goal‐setting theory perspective. A cross‐sectional questionnaire survey was administered to 680 students with prior experience in AI‐supported English learning. Structural equation modelling (SEM) was first employed to investigate the hypothesised relationships among teacher support, personal best goals and well‐being. Multi‐group SEM was then conducted to test whether each path differed between male and female students. SEM results showed that teacher support was positively related to well‐being and personal best goals were positively associated with well‐being. Moreover, personal best goals mediated the relationship between teacher support and well‐being. Multi‐group SEM results indicated that gender differences emerged primarily in the direct path from teacher support to personal best goals and in the indirect effect of teacher support on well‐being through personal best goals, with both effects stronger for female students. Overall, the findings underscore the importance of integrating human support and goal‐directed regulation when promoting student well‐being in AI‐supported English learning.