{"title":"How teachers’ enthusiasm influences Chinese students’ school belonging: The mediation role of teaching practices","authors":"Mingfeng Xue","doi":"10.1016/j.ijer.2023.102310","DOIUrl":null,"url":null,"abstract":"<div><p>School belonging is an important positive feeling for students within schools. Guided by the ecological system theory (Bronfenbrenner, 1994) and teacher-emotion-student-outcome conceptual framework (Frenzel et al., 2021), this study investigates the mechanism underlying teachers’ enthusiasm and students’ school belonging with the mediation role of four teaching practices (i.e., teacher's support, teacher-directed instruction, teacher feedback, and adaptive instruction) in a Chinese school context. Data from 12,057 Chinese students in PISA 2018 were analyzed using multilevel mediation models. Results show that (1) teacher enthusiasm plays an important role in predicting students’ school belonging, where the mediating effects of the four teaching practices account for 33.14 % of the total effects; (2) teacher feedback is the most influential mediator; (3) mediation effect sizes vary to a moderate extent. Finally, discussion and future directions are provided.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"124 ","pages":"Article 102310"},"PeriodicalIF":2.6000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Research","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0883035523001738","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
School belonging is an important positive feeling for students within schools. Guided by the ecological system theory (Bronfenbrenner, 1994) and teacher-emotion-student-outcome conceptual framework (Frenzel et al., 2021), this study investigates the mechanism underlying teachers’ enthusiasm and students’ school belonging with the mediation role of four teaching practices (i.e., teacher's support, teacher-directed instruction, teacher feedback, and adaptive instruction) in a Chinese school context. Data from 12,057 Chinese students in PISA 2018 were analyzed using multilevel mediation models. Results show that (1) teacher enthusiasm plays an important role in predicting students’ school belonging, where the mediating effects of the four teaching practices account for 33.14 % of the total effects; (2) teacher feedback is the most influential mediator; (3) mediation effect sizes vary to a moderate extent. Finally, discussion and future directions are provided.
期刊介绍：
The International Journal of Educational Research publishes regular papers and special issues on specific topics of interest to international audiences of educational researchers. Examples of recent Special Issues published in the journal illustrate the breadth of topics that have be included in the journal: Students Perspectives on Learning Environments, Social, Motivational and Emotional Aspects of Learning Disabilities, Epistemological Beliefs and Domain, Analyzing Mathematics Classroom Cultures and Practices, and Music Education: A site for collaborative creativity.
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