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首页> 外文期刊>Frontiers in Psychology >University Teachers' Teaching Style and Their Students' Agentic Engagement in EFL Learning in China: A Self-Determination Theory and Achievement Goal Theory Integrated Perspective
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University Teachers' Teaching Style and Their Students' Agentic Engagement in EFL Learning in China: A Self-Determination Theory and Achievement Goal Theory Integrated Perspective

机译：中国大学教师教学风格及其学生贸易参与于中国的EFL学习：自决理论与成就目标理论综合观点

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摘要

As a relatively new dimension of student engagement, agentic engagement has received growing research interest in recent years, as it not only predicts academic achievement and other positive outcomes, but also benefits reciprocal teacher-student relations. In the educational context, teachers' teaching style exerts a crucial impact on students' engagement. However, research on how perceived teachers' teaching style influences students' agentic engagement is inconclusive. To address this lacuna, this study, taking an integrated perspective that draws on Self-determination Theory and Achievement Goal Theory, investigated the relationship of three types of teaching style (i.e., perceived autonomy support, social relatedness, and controlling) to university students' agentic engagement in EFL learning in China, especially through the mediation of mastery-approach goals and performance approach goals. Structural equation modeling showed that perceived autonomy support positively predicted agentic engagement through the mediation of mastery-approach goals, whereas perceived controlling negatively predicted agentic engagement through the mediation of performance-approach goals. Comparatively, the relationship of perceived social relatedness to agentic engagement was fully mediated by both mastery-approach and performance-approach goals. After discussing these results, practical implications as well as suggestions for future studies were given.
机译：作为学生参与的一个相对较新的方面，近年来，贸易委员会接受了越来越多的研究兴趣，因为它不仅预测了学术成就和其他积极成果，而且还享有互惠师生关系。在教育背景下，教师的教学风格对学生的参与发起至关重要的影响。然而，研究教师教学风格如何影响学生的贸易参与的研究是不确定的。为了解决这项研究，采取综合视角，借鉴自决理论和成就理论，调查了三种类型的教学方式（即，感知自主支持，社会相关性和控制）与大学生的关系在中国的EFL学习的典型代理人参与，特别是通过掌握 - 方法的调解和绩效方法目标。结构方程模型表明，感知自主权通过掌握方法的调解，感知自主权支持积极预测的赠率参与，而通过绩效方法的调解感知控制带负面预测的亚药参与。相比之下，通过掌握 - 方法和绩效方法目标，完全介导的社会相关性与绩效接种目标的关系。在讨论这些结果后，给出了实际影响以及未来研究的建议。

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