高等教育教师教学风格对学生学习投入的影响:学习动机的中介作用

IF 3.5 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Xiaofang Xiong
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引用次数: 0

摘要

在教育资源紧张、人才培养不均衡的背景下,提高教学质量已成为高等教育的核心目标。越来越多的学术文献证明了教学方法对学生学业成绩和参与水平的重大影响。教育工作者所采用的方法不仅会影响学生对学习的动力和情感投入,还会影响他们的认知成就和整体学术成就。这种相关性强调了理解各种教学方法对学生参与和学业成就的影响的必要性。本研究旨在探讨如何提高学生在学习过程中的积极性和参与度,并从教育者和学习者的角度来探讨这一问题,从而为全面提高高等教育质量做出贡献。本研究采用文献分析与问卷调查相结合的方法,界定研究关键变量,提出假设,构建理论框架,并进行统计分析。研究结果表明,教育工作者的教学方法与学生的学习投入之间存在显著的正相关,学习动机是一个中介变量。通过改进教学方法,可以提高教学质量和学生的积极参与,从而促进个人和机构的发展。该研究也承认了其局限性,并指出了未来研究的途径,为改善高等教育中的教学实践提供了有价值的理论和实践见解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Influence of teaching styles of higher education teachers on students‘ engagement in learning: The mediating role of learning motivation
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.
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来源期刊
CiteScore
8.80
自引率
17.90%
发文量
30
审稿时长
31 days
期刊介绍: Education for Chemical Engineers was launched in 2006 with a remit to publisheducation research papers, resource reviews and teaching and learning notes. ECE is targeted at chemical engineering academics and educators, discussing the ongoingchanges and development in chemical engineering education. This international title publishes papers from around the world, creating a global network of chemical engineering academics. Papers demonstrating how educational research results can be applied to chemical engineering education are particularly welcome, as are the accounts of research work that brings new perspectives to established principles, highlighting unsolved problems or indicating direction for future research relevant to chemical engineering education. Core topic areas: -Assessment- Accreditation- Curriculum development and transformation- Design- Diversity- Distance education-- E-learning Entrepreneurship programs- Industry-academic linkages- Benchmarking- Lifelong learning- Multidisciplinary programs- Outreach from kindergarten to high school programs- Student recruitment and retention and transition programs- New technology- Problem-based learning- Social responsibility and professionalism- Teamwork- Web-based learning
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