scholarly journals Exploring the Influence of Teacher-Student Interaction on University Students’ Self-Efficacy in the Flipped Classroom

2021 ◽  
Vol 10 (2) ◽  
pp. 84
Author(s):  
Lin Li ◽  
Shanshan Yang
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Positive Impact ◽  
Teaching Quality ◽  
Student Interaction ◽  
Student Centered Learning ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
The Impact

The purpose of this study is to explore the impact of teacher-student interaction on undergraduate students’ self-efficacy in a Chinese university setting. Students came from natural science, management, economics, medicine, engineering and humanities. The empirical results demonstrate that teacher-student interaction has positive impact on students’ self-efficacy and their preference of the flipped classroom. Furthermore, the positive relationship between teacher-student interaction and students’ self-efficacy is partially mediated by students’ preference of the flipped classroom. Educators should focus on student-centered learning and motivate students’ preference of the flipped classroom. Students should be encouraged to actively participate in the flipped learning as well. It contributes to the reform of the flipped classroom and improvement of teaching quality in the universities.

scholarly journals Application of Flipped Classroom in the Era of Big Data: What Factors Influence the Effect of Teacher-Student Interaction in Oral English Teaching

2021 ◽  
Vol 2021 ◽  
pp. 1-7
Author(s):  
Yan Liu ◽  
Wenjin Qi
Keyword(s):  
Flipped Classroom ◽  
Teaching Method ◽  
Negative Impact ◽  
Positive Impact ◽  
Student Interaction ◽  
The Body ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Significant Negative Impact ◽  
Flipped Classrooms

Teachers now have a new teaching model to refer to with the emergence of the flipped classroom. The teacher-student interaction is thought to be influenced by teaching mode as a key indicator of improving teaching efficiency. We develop a research model based on a literature review to explain the drawbacks of teacher-student interaction in flipped classrooms with oral English instruction. SmartPLS software was used to analyze the survey data of 84 students from three classes. Emotional resistance has a significant negative impact on the effect of teacher-student interaction in the flipped classroom, whereas learning autonomy and video content quality have a significant positive impact. Our research adds to the body of knowledge in the field of flipped classrooms and provides theoretical support for teachers in colleges and universities who want to use this teaching method.

scholarly journals Classroom Learning Environment and Self-Efficacy in Mathematics of Freshmen Engineering Students of the University of Eastern Philippines

2021 ◽  
pp. 94-101
Author(s):  
Ramil E. Salazar ◽  
Riza C. Basierto
Keyword(s):  
Learning Environment ◽  
Goal Orientation ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Student Interaction ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
College Of Engineering

Aims: To determine the classroom learning environment in terms of goal orientation, physical facilities, student-student interaction, teacher-student interaction, method of teaching, and the degree of self-efficacy in mathematics; and establish if there is a significant relationship between their classroom environment and the degree of self-efficacy in mathematics.  Study Design: Descriptive correlational research design.            Place and Duration of Study: College of Engineering, University of Eastern Philippines, Catarman, Northern Samar in the school year 2012-2013. Methodology: Complete enumeration of 260 freshmen students from the College of Engineering courses: Bachelors of Science in Agricultural Engineering, Civil Engineering, Electrical Engineering, and Mechanical Engineering enrolled in Mathematics were surveyed using the 50-item Learning Environment Schedule developed by Sunitha and Mathematics Self-efficacy Survey developed by Betz and Hackett. The data gathered were tabulated, analyzed, and treated statistically using the Statistical Package for Social Sciences (SPSS 16.0 Version). Results: With the total score of 50594 out of 65000 and a mean of 3.89, the respondents found the classroom learning environment in terms of goal; orientation, physical facilities, student-student interaction, teacher-student interaction, and methods of teaching to be favorable; that the total score of 17634 and a mean of 3.61 showed that respondents had much confidence or had high self-efficacy in Mathematics; and that the Pearson r of .187 with the respective significant value of .001, ,000, ,011, and,000, goal orientation, student-student interaction, teacher-student interaction and methods of teaching were found to have a significant relationship with self-efficacy in mathematics; and only physical facilities was not significantly correlated to self-efficacy in mathematics. Conclusion: Classroom learning environment variables are significantly related to self-efficacy in mathematics.

scholarly journals Teacher's Emotional Support and Math Performance: The Chain Mediating Effect of Academic Self-Efficacy and Math Behavioral Engagement

2021 ◽  
Vol 12 ◽  
Author(s):  
Yanfei Yang ◽  
Guangzheng Li ◽  
Zhanguo Su ◽  
Yuan Yuan
Keyword(s):  
Middle School ◽  
Emotional Support ◽  
Self Efficacy ◽  
Student Interaction ◽  
Math Performance ◽  
Behavioral Engagement ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
The Relationship ◽  
Academic Self Efficacy

Positive teacher-student interaction can exert a positive influence on student engagement and math performance. As an important part of teacher-student interaction, emotional support of a teacher plays an indispensable role in the math performance of junior middle school and elementary school students. This study aimed to explore the effects of teacher's emotional support on math performance, and examine the mediating role of academic self-efficacy and math behavioral engagement. A total of 1,294 students in grades 3–5 and 7–8 from 14 junior middle and primary schools in China took part in the web-based survey. Results showed the following: (1) academic self-efficacy mediated the relationship between teacher's emotional support and math performance of Chinese primary and middle school boys and girls; math behavioral engagement mediated the relationship between teacher's emotional support and math performance of Chinese primary and middle school boys and girls; (2) The relationship between teacher's emotional support and math performance of Chinese junior middle school boys and girls was mediated by the chain of academic self-efficacy and math behavioral engagement.

scholarly journals A Study on Students’ Autonomous Learning Ability, Teacher-student Interaction and Its Influence on Academic Development during the COVID-19 Epidemic

2021 ◽  
Vol 245 ◽  
pp. 03039
Author(s):  
Xiaotian Sun
Keyword(s):  
Undergraduate Students ◽  
Evaluation System ◽  
Online Teaching ◽  
Academic Development ◽  
Student Interaction ◽  
Autonomous Learning ◽  
Learning Ability ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Full Swing

During the COVID-19 epidemic in 2020, online teaching was in full swing. However, due to a variety of factors, there are significant differences in students’ academic development at this stage. This paper collects the experience and evaluation of undergraduate students’ learning ability, teacher-student interaction and academic development in this context. It is found that students’ autonomous learning ability has a significant effect on their academic development, compared with little effect on teacher-student interaction. Based on these results, this paper puts forward some suggestions on the evaluation system of teachers and the guidance of students’ autonomous learning.

scholarly journals Enhancing Teacher–Student Interaction and Students' Engagement in a Flipped Translation Classroom

2021 ◽  
Vol 12 ◽  
Author(s):  
Yi Wei
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Language Teaching ◽  
Student Interaction ◽  
Translation Process ◽  
Translation Research ◽  
Teacher Student ◽  
Online Platforms ◽  
Computer Aided ◽  
Teacher Student Interaction

Learning faculties are looking for innovative approaches to effective teaching in the translation process which can not only enhance students' engagement but increase the interactions between teacher and learners as well. With the amplified accessibility of network-centered instructive knowledge, teaching translation from the viewpoint of computer-aided instructions and online platforms have flourished. Flipped classroom (FC) is one of these new inclinations used in higher education nowadays which can attract stakeholders' attention. This review aims at exploring its effects on students' engagement and teacher–student interaction in translation classes. Some implications and suggestions have been presented for language teaching stakeholders in translation research.

Sign in / Sign up

Export Citation Format

Share Document