高校教师教学风格对大学生学习动机的影响机制研究
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权奕君，刘柏蔚，權載桓，廉蕙宁
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东新大学，韩国全罗南道罗州，58245
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摘要：本研究聚焦于高校教师教学风格对大学生学习动机的影响机制，通过文献分析与实证研究相结合的方法，深入探讨了不同教学风格的特征及其对学生学习动机的多维度影响。研究选取某综合性大学3个校区、8个学院的600名本科生作为样本，采用《高校教师教学风格量表》《大学生学习动机量表》《学业自我效能感量表》及《学习兴趣量表》进行问卷调查，回收有效问卷528份，有效回收率为88%；同时选取20名学生进行半结构化访谈。研究发现，民主型、启发型教学风格能够显著提升学生的学习动机（β值分别为0.32、0.28，p<0.01），而权威型、灌输型教学风格则可能产生抑制作用（β值分别为-0.18、-0.21，p<0.05）。研究还揭示了学业自我效能感（中介效应值为0.15）、学习兴趣（中介效应值为0.12）在教学风格与学习动机之间的部分中介效应，二者共同中介效应值达0.23。本研究为高校教师优化教学策略、激发学生学习动力提供了理论依据与实践指导，也为高等教育教学改革提供了新的研究视角。
关健词：高校教师；教学风格；学习动机；影响机制；中介效应；学业自我效能感；学习兴趣
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Research on the Inffuence Mechanism of College Teachers’ Teaching Styles on College Students’ Learning Motivation
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Yijun Quan,Bowei Liu,Kwon Jaehwan,Huining Lian
Dongshin University，Naju-si， Jellanam-do 58245，Korea
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Abstract：This study focuses on the influence mechanism of college teachers’ teaching styles on college students’ learning motivation. By combining literature analysis with empirical research, it deeply explores the characteristics of different teaching styles and their multi-dimensional impact on students’ learning motivation. The study selected 600 undergraduate students from 3 campuses and 8 colleges of a comprehensive university as samples. Questionnaire surveys were conducted using the“ Teaching Style Scale for College Teachers”,“ Learning Motivation Scale for College Students”,“ Academic Self-Efficacy Scale” and “Learning Interest Scale”. A total of 528 valid questionnaires were retrieved, with an effective recovery rate of 88%. At the same time, 20 students were selected for semi-structured interviews. The research found that democratic and inspiring teaching styles could significantly enhance students’ learning motivation (β values were 0.32 and 0.28 respectively, p<0.01), while au-thoritative
and indoctrination teaching styles might have inhibitory effects (β values were -0.18 and -0.21 respectively, p<0.05). The research also revealed the partial mediating effects of academic self-efficacy (with a mediating effect value of 0.15) and learning interest (with a mediating effect value of 0.12) between teaching style and learning motivation, with a combined mediat-ing
effect value of 0.23. This research provides theoretical basis and practical guidance for college teachers to optimize teaching strategies and stimulate students’ learning motivation, and also offers a new research perspective for the reform of higher educa-tion
teaching.
Keywords : University teachers Teaching style; Learning motivation Influence mechanism; Mediating effect Academic self-effi-cacy
Learning interest
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