Zhang Yi
School of Fine Arts, Zhengzhou University, Zhengzhou, China.
Front Psychol. 2022 Jul 7;13:904731. doi: 10.3389/fpsyg.2022.904731. eCollection 2022.
The study's objective is to examine the impact of teacher ability on student academic performance, identification (self-valued goals; personal importance), and self-regulation skills. Additionally, the study examines the mediating effect of identification (self-valued goals; personal importance) and self-regulation skills between teacher ability and student academic performance. The data was collected by the teachers at different colleges and universities in China and 341 samples were used to analyze the data through a convenient sampling technique. Moreover, partial least square structural equation modeling is used in data analysis with Smart PLS software. This research indicates that teacher ability has a positive and significant effect on student academic performance, identification (self-valued goals; personal importance), and self-regulation skills. Further, the study also discovers that identification (self-valued goals; personal importance) and self-regulation skills significantly mediate between teacher ability and student academic performance. The study is helpful for the teachers to adopt the better strategies and abilities in themselves when they are engaged with the student in teaching activities.
该研究的目的是考察教师能力对学生学业成绩、认同（自我重视的目标；个人重要性）和自我调节技能的影响。此外，该研究还考察了认同（自我重视的目标；个人重要性）和自我调节技能在教师能力与学生学业成绩之间的中介作用。数据由中国不同高校的教师收集，采用便利抽样技术选取了341个样本进行数据分析。此外，使用Smart PLS软件通过偏最小二乘结构方程模型进行数据分析。本研究表明，教师能力对学生学业成绩、认同（自我重视的目标；个人重要性）和自我调节技能有积极且显著的影响。此外，该研究还发现，认同（自我重视的目标；个人重要性）和自我调节技能在教师能力与学生学业成绩之间起到显著的中介作用。该研究有助于教师在与学生开展教学活动时，提升自身的教学策略和能力。
