The Influence of Teacher Enthusiasm on High School Students’ Classroom Participation: The Mediating Role of Achievement Motivation

Abstract

In recent years, students’ classroom participation, which is an important indicator of teaching effectiveness, has thus become a subject of concern for educational psychology. However, at this stage, most of the research on classroom participation in China focuses on investigating the frequency of behavioral participation in specific disciplines or examining the influence of a single factor on classroom participation, while there is a relative lack of research on the effects of multiple factors on classroom participation and their influencing mechanisms. Teacher enthusiasm refers to a positive emotional experience and behavioral characteristics demonstrated by teachers in the process of teaching and educating people, and is a specific expressive force for teachers to positively deliver educational content. Teacher enthusiasm has been shown to be related to factors such as students’ academic performance, motivation, and therefore may affect students’ Classroom Participation. There have been no empirical studies that have examined the influence of teacher enthusiasm on students’ Classroom Participation. Therefore, the research objectives of this study were 1. To examine the state of classroom participation among high school students. 2. To examine the relationship between teacher enthusiasm and classroom participation. 3. To examine the mediating role of achievement motivation in the relationship between teacher enthusiasm and classroom participation.
This study utilized quantitative research methodology. The study selected 707 high school students in Guangdong to investigate classroom participation, teacher enthusiasm, and achievement goal orientation in seven subjects, including language and mathematics. The results of the study showed that: 1. Classroom participation in each subject was ranked in the order of main subjects, physical education (outdoor) subjects, and auxiliary subjects, and there were grade differences in classroom participation between auxiliary subjects and main subjects, and the grades with the highest levels of classroom participation in the main subjects and auxiliary subjects were the first year and the second year of high school, respectively; 2. There was a significant correlation between teacher enthusiasm and classroom participation in each subject, and teacher enthusiasm was a significant positive predictor of classroom participation; 3. Achievement motivation mediated the relationship between teacher enthusiasm and classroom participation. Specifically, in the main subject classroom, teacher enthusiasm had a significant indirect effect on classroom participation through the performance-avoidance goal orientation in achievement motivation; in the secondary subject and physical education (outdoor) classroom, teacher enthusiasm had a significant indirect effect on classroom participation through the mastery goal orientation in achievement motivation.

Keywords: high school students, classroom participation, teacher enthusiasm, achievement motivation

6417195409 Ma Jia, Advisor: Dr. Zhang Li, สารนิพนธ์ (Independent Study), The Influence of Teacher Enthusiasm on High School Students’ Classroom Participation: The Mediating Role of Achievement Motivation, นำเสนอในที่ประชุมวิชาการ (Conference), The 8th STIU International Conference: “TechVision Leadership: Fostering Social Sustainability”, ปริญญาโท (Master’s Degree), บัณฑิตวิทยาลัย (Graduate School), Master of Business Administration, Education Management, Siam University, Bangkok, Thailand – มหาวิทยาลัยสยาม กรุงเทพมหานคร ประเทศไทย