Literaturnachweis - Detailanzeige
| Autor/inn/en | Wang, Qiumei; Lee, Kenny Cheah Soon; Hoque, Kazi Enamul |
|---|---|
| Titel | The Mediating Role of Classroom Climate and Student Self-Efficacy in the Relationship between Teacher Leadership Style and Student Academic Motivation: Evidence from China |
| Quelle | In: Asia-Pacific Education Researcher, 32 (2023) 4, S.561-571 (11 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Wang, Qiumei) ORCID (Lee, Kenny Cheah Soon) ORCID (Hoque, Kazi Enamul) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0119-5646 |
| DOI | 10.1007/s40299-022-00676-z |
| Schlagwörter | Classroom Environment; Self Efficacy; Teacher Leadership; Student Motivation; Foreign Countries; Undergraduate Students; Medical Education; China |
| Abstract | This study aimed to develop a model illustrating how teacher leadership contributes to student learning in higher education settings in the Eastern world. Specifically, the current study examined the relationship between teacher leadership style, classroom climate, student self-efficacy, and academic motivation. Four hundred and forty-six randomly selected undergraduate students from four medical universities in China participated in this study. PLS-SEM analyses revealed that teacher leadership style had a significant and positive effect on academic motivation. Findings also showed that classroom climate and student self-efficacy significantly mediated the association between teacher leadership style and academic motivation. Apart from contributing to the theoretical understanding of how teacher leadership impacts student learning, this research provides insightful references for medical teachers, policymakers, and stakeholders. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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