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The influence of teacher-student interaction and peer relationships on classroom engagement in private colleges in China

The purpose of this study is to investigate the relationship between teacher-student interaction, peer relationships, and classroom engagement in private undergraduate university classrooms. The study uses correlational and descriptive methods for data collection. The object of the study is all unde...

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Main Authors: Zhiyuan Yang, Connie Shin @ Connie Cassy Ompok
Format: Article
Language:English
English
Published: Seybold Publication 2024
Subjects:
LB5-3640 Theory and practice of education
LC8-6691 Special aspects of education
Online Access:https://eprints.ums.edu.my/id/eprint/42239/1/ABSTRACT.pdf
https://eprints.ums.edu.my/id/eprint/42239/2/FULL%20TEXT.pdf
https://eprints.ums.edu.my/id/eprint/42239/
https://doi.org/10.5281/zenodo.13842177
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spelling my.ums.eprints.422392024-12-16T03:30:26Z https://eprints.ums.edu.my/id/eprint/42239/ The influence of teacher-student interaction and peer relationships on classroom engagement in private colleges in China Zhiyuan Yang Connie Shin @ Connie Cassy Ompok LB5-3640 Theory and practice of education LC8-6691 Special aspects of education The purpose of this study is to investigate the relationship between teacher-student interaction, peer relationships, and classroom engagement in private undergraduate university classrooms. The study uses correlational and descriptive methods for data collection. The object of the study is all undergraduate students majoring in English at a private undergraduate university in Shandong, and 301 students are selected as a sample through random sampling. The results show that there is a significant positive correlation between classroom engagement, teacher-student interaction, and peer relationships. Teacher-student interaction and peer relationships have a direct and significant effect on classroom engagement. In addition, peer relationships indirectly and significantly affect classroom engagement by influencing teacher-student interaction in the classroom. Teacher-student interaction also had an indirect and significant effect on classroom engagement by moderating peer relationships. The results of this study suggest that enhancing teacher-student interaction and peer relationships in the classroom is essential for increasing classroom engagement. Seybold Publication 2024 Article NonPeerReviewed text en https://eprints.ums.edu.my/id/eprint/42239/1/ABSTRACT.pdf text en https://eprints.ums.edu.my/id/eprint/42239/2/FULL%20TEXT.pdf Zhiyuan Yang and Connie Shin @ Connie Cassy Ompok (2024) The influence of teacher-student interaction and peer relationships on classroom engagement in private colleges in China. The Seybold Report, 19. pp. 1-11. ISSN 1533-9211 https://doi.org/10.5281/zenodo.13842177
institution Universiti Malaysia Sabah
building UMS Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sabah
content_source UMS Institutional Repository
url_provider http://eprints.ums.edu.my/
language English
English
topic LB5-3640 Theory and practice of education
LC8-6691 Special aspects of education
spellingShingle LB5-3640 Theory and practice of education
LC8-6691 Special aspects of education
Zhiyuan Yang
Connie Shin @ Connie Cassy Ompok
The influence of teacher-student interaction and peer relationships on classroom engagement in private colleges in China
description The purpose of this study is to investigate the relationship between teacher-student interaction, peer relationships, and classroom engagement in private undergraduate university classrooms. The study uses correlational and descriptive methods for data collection. The object of the study is all undergraduate students majoring in English at a private undergraduate university in Shandong, and 301 students are selected as a sample through random sampling. The results show that there is a significant positive correlation between classroom engagement, teacher-student interaction, and peer relationships. Teacher-student interaction and peer relationships have a direct and significant effect on classroom engagement. In addition, peer relationships indirectly and significantly affect classroom engagement by influencing teacher-student interaction in the classroom. Teacher-student interaction also had an indirect and significant effect on classroom engagement by moderating peer relationships. The results of this study suggest that enhancing teacher-student interaction and peer relationships in the classroom is essential for increasing classroom engagement.
format Article
author Zhiyuan Yang
Connie Shin @ Connie Cassy Ompok
author_facet Zhiyuan Yang
Connie Shin @ Connie Cassy Ompok
author_sort Zhiyuan Yang
title The influence of teacher-student interaction and peer relationships on classroom engagement in private colleges in China
title_short The influence of teacher-student interaction and peer relationships on classroom engagement in private colleges in China
title_full The influence of teacher-student interaction and peer relationships on classroom engagement in private colleges in China
title_fullStr The influence of teacher-student interaction and peer relationships on classroom engagement in private colleges in China
title_full_unstemmed The influence of teacher-student interaction and peer relationships on classroom engagement in private colleges in China
title_sort influence of teacher-student interaction and peer relationships on classroom engagement in private colleges in china
publisher Seybold Publication
publishDate 2024
url https://eprints.ums.edu.my/id/eprint/42239/1/ABSTRACT.pdf
https://eprints.ums.edu.my/id/eprint/42239/2/FULL%20TEXT.pdf
https://eprints.ums.edu.my/id/eprint/42239/
https://doi.org/10.5281/zenodo.13842177
_version_ 1818835194823573504
score 13.222552

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