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ORIGINAL RESEARCH article

Front. Educ.
Sec. Higher Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1456930
This article is part of the Research Topic Along the Path to Recovery: Supporting Student Learning Motivation, Engagement and Development in Post-Pandemic Higher Education View all 7 articles

Influence of Teaching Styles of Higher Education Teachers on Students' Engagement in Learning：The Mediating Role of Learning Motivation

Provisionally accepted
Xiaofang Xiong Xiaofang Xiong *
  • Suan Sunandha Rajabhat University, Bangkok, Thailand

The final, formatted version of the article will be published soon.

    With limited educational resources and disparities in talent cultivation quality, enhancing teaching quality has become essential. Literature suggests that teachers' teaching styles directly influence students' learning outcomes and engagement, underscoring the need to understand this relationship. The study aims to explore strategies to improve students' motivation and engagement in learning from both teacher and student perspectives, thereby advancing higher education quality.Methodologically, the study combines literature review and questionnaire survey, defining research variables, formulating hypotheses, constructing a theoretical model, and conducting statistical analysis. Results reveal a significant positive correlation between teachers' teaching styles and students' learning engagement, with learning motivation serving as a mediating factor. By optimizing teaching styles, both teaching quality and students' initiative can be enhanced, fostering individual and institutional development. This study also acknowledges limitations and knowledge gaps, suggesting areas for future exploration. Overall, it offers valuable theoretical and practical insights into improving teaching and learning in higher education.

    Keywords: teaching style, Learning engagement, Learning motivation, University, Teacher

    Received: 29 Jun 2024; Accepted: 11 Nov 2024.

    Copyright: © 2024 Xiong. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Xiaofang Xiong, Suan Sunandha Rajabhat University, Bangkok, Thailand

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.