Influence of teaching styles of higher education teachers on students‘ engagement in learning: The mediating role of learning motivation

Abstract

Within the framework of constrained educational resources and disparities in the cultivation of talent, the enhancement of teaching quality has emerged as a pivotal objective within higher education. An expanding corpus of scholarly literature has evidenced the substantial impact of pedagogical approaches on students' academic outcomes and engagement levels. The methodologies employed by educators can influence not only the students' drive and emotional commitment to learning but also their cognitive achievements and overall academic prosperity. This correlation highlights the imperative of comprehending the effects of various teaching methodologies on student engagement and academic attainment. The present study endeavors to investigate strategies for augmenting students' motivation and engagement in the learning process, examining the issue from both the educator's and the learner's viewpoints, thereby contributing to the comprehensive enhancement of higher education quality. The study utilizes a blend of literature analysis and questionnaire surveys, delineating key research variables, positing hypotheses, constructing a theoretical framework, and conducting statistical analysis. The findings indicate a significant positive correlation between educators' teaching methodologies and students' learning engagement, with learning motivation serving as a mediating variable. By refining teaching methodologies, both the quality of instruction and students' proactive engagement can be elevated, thereby promoting individual and institutional development. The study also acknowledges its limitations and identifies avenues for future research, offering valuable theoretical and practical insights for the improvement of teaching and learning practices within higher education.