The mediating roles of academic self-efficacy and learning interest in the relationship between teaching style and math behavior engagement among junior high school students in China.

ABSTRACT: Teacher guidance can positively impact students' learning interest and mathematical behavior engagement. As a crucial part of classroom teaching, effective teaching styles play an indispensable role in middle school students' mathematical behavior engagement. This study addresses the gap in understanding how different teaching styles influence junior high school students' math behavior engagement in China, by examining the underexplored mediating roles of academic self-efficacy and learning interest in this relationship, which are critical yet often overlooked factors in fostering student engagement and improving educational outcomes in mathematics. Students from grades 7 to 9 in six middle schools in Jiangsu Province, China participated in the survey. The results indicate that: (1) academ

SUBMITTER: Geng Q 

PROVIDER: S-EPMC11472941 | biostudies-literature | 2024

REPOSITORIES: biostudies-literature