Chapter Five Conclusion
5.1 Major Findings
The present research has investigated the relationship among students’perceived teacherenthusiasm,different regulatory focus types and learning engagement in college Englishclassrooms.In addition,the influence of perceived teacher enthusiasm on learningengagement through the moderating effect of different regulatory focus also discussed in thethesis.Through the statistical quantitative analysis and qualitative interviews,the results areencapsulated as follows:
In terms of the relationship between students’perceived teacher enthusiasm on learningengagement in college English classrooms,the results of multiple regression analysis showedthat teacher enthusiasm could positively predict behavioral engagement,affective engagementand cognitive engagement.The result was consistent with previous study,which suggestedthat teacher enthusiasm was beneficial and influential for students’learning engagement incollege English classrooms.However,considering two dimensions of students’perceivedteacher enthusiasm,teaching-related enthusiasm indicated the stronger influencing effect thansubject-related enthusiasm.When students perceived more teaching-related enthusiasm,theywere more engaged in English classrooms.It could be explained that teacher’s enthusiasm ofthe subject matter was not necessarily reflected in specific classroom behaviors which may gounnoticed by students.Students’perceived teacher enthusiasm for subjects could not directlyaffect students,but was perceived through their daily teaching activities.Hence,teachers’enthusiasm need to be reflected in behaviors which is perceived by students,so as to makethem engage in classroom learning.
reference(omitted)
