Zhang Heping, Yang Junjie, Liu Zhiyuan
Normal School of Vocational Techniques, Hubei University of Technology, Wuhan, China.
School of English Education, Guangdong University of Foreign Studies, Guangzhou, China.
Front Psychol. 2024 Dec 3;15:1475048. doi: 10.3389/fpsyg.2024.1475048. eCollection 2024.
This study explores the nuanced relationship between teachers' teaching strategies and students' learning engagement within online environments, considering the mediation by students' perceptions of teachers' emotional engagement and the moderation by teachers' expectations.
Employing a stratified sampling technique, data were collected from 1,200 Chinese primary and secondary students through the "Survey on Online Learning Engagement." Structural equation modeling was applied to analyze the relationships among teaching strategies, emotional engagement, teachers' expectations, and learning engagement.
The study found that teachers' teaching strategies not only directly affect students' learning engagement ( = 0.377, < 0.001), but also indirectly affect students' learning engagement through students' perception of teachers' emotional engagement. It showed a significant mediating effect (indirect effect = 0.231, < 0.001). Additionally, teachers' expectations exhibit a notable moderating effect on the relationship between perceived emotional engagement and learning engagement ( = 0.073, < 0.001). In other words, in addition to teachers' teaching strategies, teachers' emotional involvement and students' perception of teachers' emotional involvement are important factors affecting students' learning involvement. This means that in online classroom teaching, the emotional transmission and experience between teachers and students play a role in the connection.
The study highlights the critical role of emotional connection in educational strategies, suggesting that teachers should focus on fostering emotional engagement alongside academic content. Balanced teacher expectations are recommended to facilitate a supportive learning environment that encourages higher levels of student engagement. Educators are advised to integrate emotional warmth and responsiveness into their teaching methods and to maintain realistic expectations to promote optimal learning outcomes.
本研究探讨了在线环境中教师教学策略与学生学习参与度之间的细微关系，同时考虑了学生对教师情感投入的认知所起的中介作用以及教师期望所起的调节作用。
采用分层抽样技术，通过“在线学习参与度调查”从1200名中国中小学生中收集数据。应用结构方程模型分析教学策略、情感投入、教师期望和学习参与度之间的关系。
研究发现，教师的教学策略不仅直接影响学生的学习参与度（β = 0.377，p < 0.001），还通过学生对教师情感投入的认知间接影响学生的学习参与度。这显示出显著的中介效应（间接效应 = 0.231，p < 0.001）。此外，教师期望对感知到的情感投入与学习参与度之间的关系具有显著的调节作用（β = 0.073，p < 0.001）。换句话说，除了教师的教学策略外，教师的情感投入以及学生对教师情感投入的认知是影响学生学习投入的重要因素。这意味着在在线课堂教学中，师生之间的情感传递和体验起到了连接作用。
该研究强调了情感连接在教育策略中的关键作用，表明教师应在关注学术内容的同时注重培养情感投入。建议教师保持平衡的期望，以营造一个支持性的学习环境，鼓励学生更高水平的参与。建议教育工作者将情感温暖和响应融入教学方法中，并保持现实的期望，以促进最佳学习成果。
