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The Effect of College Teachers' Innovative Classroom Teaching Behavior on Learning Engagement: the Mediating Effect of Teaching

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DOI: 10.23977/curtm.2022.050507 | Downloads: 13 | Views: 641

Author(s)

Zhiwen Tang 1, Rongjun Zhao 1, Fang Bian 1, Ying Lin 2

Affiliation(s)

1 School of Management, University of Electronic Science and Technology of China, Zhongshan Institute, Zhongshan, 528402, China
2 Guangdong Women's Polytechnic College, Guangzhou 51450, China

Corresponding Author

Ying Lin

ABSTRACT

To explore the mediating role of teaching satisfaction between college teachers’ innovative teaching behaviour and learning engagement. Using the Teachers' Innovative Classroom Teaching Behavior Scale, Learning Engagement Scale and Teaching Satisfaction Scale, a network questionnaire survey was conducted among 401 college students, and the Bootstrap method was used to test and analyze the mediating effect with Process 3.4 software. There is a positive correlation between teachers' innovative classroom teaching behavior, learning engagement and teaching satisfaction scale (r is: 0.586, 0.842, 0.607, P<0.001); teaching satisfaction plays a mediating role between the two. College students' teaching satisfaction can play a partial mediating role in teachers' innovative teaching behavior and learning engagement, which increases students' learning engagement by improving teachers' innovative teaching satisfaction.

KEYWORDS

College students, Innovative teaching behavior, Learning engagement, Teaching satisfaction

CITE THIS PAPER

Zhiwen Tang, Rongjun Zhao, Fang Bian, Ying Lin, The Effect of College Teachers' Innovative Classroom Teaching Behavior on Learning Engagement: the Mediating Effect of Teaching. Curriculum and Teaching Methodology (2022) Vol. 5: 37-43. DOI: http://dx.doi.org/10.23977/curtm.2022.050507.

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