The Influence of Teaching Style on Student’s Achievement: the Intermediary Role of Acadcmic Self-efficacy、Academic Interest
|School||Shanghai Normal University|
|Course||Developmental and Educational Psychology|
|Keywords||teachers teaching style students academic efficacy academic interest developing questionnaire|
Teachers teaching style is stable, personalized teachingmethods and ways manifested by the teachers in their teachingprocess. It is an important carrier for teacher to teach knowledge andhaving an important impact on teaching quality and effect. Teachingstyle as an mainly factor of teaching level and quality is gaining moreand more researchers attention.After browsing related literature, we discovered that presentresearches of teaching style mainly have centered the investigation ofthe type of teaching style, many of them are from the teachers point ofview. This is on one hand have a certain degree of subjectivity, on theother hand the study is simple and result analysis is not dept, Therefore,as the study shortcomings in teaching style, we attempted to studyteaching style from students’ perspective, basing on students’assessment, analysis the relationship between teaching style, studentsacademic interest, academic efficacy,academic performance andhow teachers teaching style affect them. The main content of this studyincludes the following three aspects:(1) Investigate the structure of academic self-efficacy, anddevelop the academic self-efficacy questionnaire.(2) Investigate the relationship between teachers teachingstyle, students academic self-efficacy, academic learning andacademic performance, specific analysis of the intermediary role of academic self-efficacy and academic interest.(3) Investigate the characteristics of teachers’ teaching style,students academic self efficacy, academic interest the general andchanges in the law.The research collected984valid questionnaires, and theconclusions are as follows:(1) The structure of the students academic self-efficacyincludes the positive academic self-efficacy and negative academicself-efficacy. Students academic self-efficacy questionnaire has goodreliability and validity and can be used as an effective tool for empiricalresearch.(2) Teachers’ teaching style can predict students academicinterest, academic self-efficacy, academic performance; Studentsacademic interest, academic self-efficacy can predict studentsacademic performance; Students academic interest and negativeacademic self-efficacy have mediator effect between teachers’teaching style and students’ academic performance.(3) Sex and grade have different impact on teachers’ teachingstyle,students academic interest and academic self-efficacy.