Class-based Teaching:A Multilevel Analysis of the Effects of Interpersonal Perception on Student Learning Interest

doi:10.16382/j.cnki.1000-5560.2019.04.009

Abstract

Abstract: As an important factor influencing student learning interest, classroom interpersonal perception is helpful to explore the development of student learning interest from the perspective of class teaching. With a sample of 1,048 students in Grade 4-6 from Chongqing districts, a multilevel structural equation model was employed to examine the impact of classroom interpersonal perception on student learning interest both from the student level and class level simultaneously. The perception involves four dimensions:teacher engagement, student-teacher relationship, peer collaboration and peer engagement. Results indicated that students' perception of teacher engagement and student-teacher relationship showed significant positive effects on the individual students, whereas students' perception in student engagement and peer collaboration showed significant positive effects both on individual students and the whole class. Therefore, class-based teaching should be strengthened to develop student learning interest by improving the effects of student factors at the class-level, which helps to transform the views in student interest development.

Key words: learning interest, classroom interpersonal perception, multilevel analysis, structural equation model

Li Miaoyun, Song Naiqing, Sheng Yaqi. Class-based Teaching:A Multilevel Analysis of the Effects of Interpersonal Perception on Student Learning Interest[J]. Journal of East China Normal University(Educationa, 2019, 37(4): 94-103.

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