Whether We Can Influence Students' Self- Efficacy and Emotional Expectation Value of Deep Learning Through the Perception of Teacher-Student Interaction and Peer Interaction? Through the Lens of IEEP
Abstract
This study investigates the deep learning of students in the Innovation and Entrepreneurship Education Program (IEEP). Based on the ecosystem theory and the expected value theory, this study studies whether teacher-student interaction and peer interaction can influence students' deep learning willingness through students' self-efficacy and emotional value expectation. The study examined the relationships between students' perceived teacher-student interaction, peer interaction, self-efficacy, emotional value expectations, and deep learning. A total of 265 students from a Chinese university who participated in the Innovation and Entrepreneurship Education Program (IEEP) participated in this study. The research tools were developed mainly through exploratory factor analysis (EFA) and partial least squares structural equation model (PLS-SEM) to verify the research hypothesis. The research results show that the teacher-student interaction and peer interaction perceived by students have a significant predictive effect on students’ self-efficacy and emotional value expectations. Moreover, students' self-efficacy and emotional value expectation have a significant predictive effect on deep learning behavior, self-efficacy and emotional expected value for project success mediate between students' perceived teacher-student interaction and peer interaction and students' deep learning level. The result indicates that the influence of micro-ecosystem on people's intrinsic belief value will affect people's behavior, and it also shows that the creation of such activities has a significant impact on improving students' deep learning ability and innovation and creativity ability.
References
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Borup, J., Walters, S., & Call-Cummings, M. (2020). Student Perceptions of Their Interactions with Peers at a Cyber Charter High School. Online Learning, 24(2), 207-224.
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Kämäräinen, A., Björn, P., Eronen, L., & Kärnä, E. (2019). Managing epistemic imbalances in peer interaction during mathematics lessons. Discourse Studies, 21(3), 280-299.
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Lent, R. W., Brown, S. D., & Larkin, K. C. (1986). Self-efficacy in the prediction of academic performance and perceived career options. Journal of counseling psychology, 33(3), 265.
LoCasale-Crouch, J., Jamil, F., Pianta, R. C., Rudasill, K. M., & DeCoster, J. (2018). Observed quality and consistency of fifth graders’ teacher–student interactions: Associations with feelings, engagement, and performance in school. Sage Open, 8(3), 2158244018794774.
Lopes, P. N., Salovey, P., Côté, S., Beers, M., & Petty, R. E. (2005). Emotion regulation abilities and the quality of social interaction. Emotion, 5(1), 113.
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Marton, F. and Saljo, R. (1997), “Approaches to learning”, in Marton, F., Hounsell, D. and Entwistle, N. (Eds), The Experience of Learning, Scottish Academic Press, Edinburgh, pp. 39-58.
McFarlane, R., Spes-Skrbis, M., & Taib, A. (2017). Let's Chat-A fresh take on the invaluable role of peer-to-peer conversation in student engagement, participation and inclusion. Student success, 8(2), 107-112.
Megahed, M., Asad, A., & Mohammed, A. (2019). Data on learners emotional states, mental responses and fuzzy learning flows during interaction with learning environment. Data in brief, 25, 104378.
Pallant, J. (2011). Survival manual. A step by step guide to data analysis using SPSS. 4th edition, Crows Nest,NSW: Allen & Unwin.
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for Action, National Forum on Partnerships Supporting Education about the Environment,US Government Printing Office, Washington, DC, available at: www.gcrio.org/edu/pcsd/toc.html
Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association.
Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children’s success in the first years of school. School Psychology Review, 33, 444-458.
Pianta, R., La Paro, K. & Hamre, B. (2008). Classroom Assessment Scoring System Pre-K. Paul H. Brookes Publishing Co.
Poulou, M. (2015). Teacher-student relationships, social and emotional skills, and emotional and behavioural difficulties. International Journal of Educational Psychology, 4(1), 84-108.
O’ Connor, E., & McCartney, K. (2006). Testing associations between young children’s relationships with mothers and teachers. Journal of Educational Psychology, 98, 187-198.
Ramsden, P. (1997), “The context of learning in academic departments”, in Marton, F., Hounsell,D. and Entwistle, N. (Eds), The Experience of Learning, Scottish Academic Press,Edinburgh, pp. 198-216.
Rimm-Kaufman, S. E., Curby, T. W., Grimm, K., Nathanson, L., & Brock, L. L. (2009).The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45, 958–972. http://dx.doi.org/10.1037/a0015861
Ringle, C. M., S. Wende, and A. Will. 2005. SmartPLS 2.0(beta). Hamburg, Germany.
Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents’
motivation and engagement during middle school. American Educational Research Journal, 38, 437-460.
Taheri, H., Bagheri, M. S., Bavali, M., & Khajavi, Y. (2019). EFL learners’ L2 achievement and its relationship with cognitive intelligence, emotional intelligence, learning styles, and language learning strategies. Cogent Education, 6(1), 1655882.
Martin, D. P., & Rimm-Kaufman, S. E. (2015). Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?. Journal of school psychology, 53(5), 359-373.
Warburton, K. (2003). Deep learning and education for sustainability. International Journal of Sustainability in Higher Education, 4(1), 44-56.
Warren, L., Reilly, D., Herdan, A., & Lin, Y. (2020). Self-efficacy, performance and the role of blended learning. Journal of Applied Research in Higher Education.
Wentzel, K. R., Battle, A., Russell, S., & Looney, L. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35,193-202.
Wu, J. Y., Hughes, J. N., & Kwok, O. M. (2010). Teacher-student relationship quality type in elementary grades: Effects on trajectories for achievement and engagement. Journal of School Psychology, 48, 357-387.
Stone, M. 1974. Cross-validatory choice and assessment of statistical predictions. Journal of the Royal Statistical Society: Series B (Methodological) 36 (2):111–47. doi: 10.1111/j.2517-6161.1974.tb00994.x.
Solomon, D., Battistich, V., Watson, M., Schaps, E., & Lewis, C. (2000). A six-district study of educational change: Direct and mediated effects of the child development project. Social Psychology of Education, 4, 3-51.
Ulmanen, S., Soini, T., Pietarinen, J., & Pyhältö, K. (2016). Students’ experiences of the development of emotional engagement. International Journal of Educational Research, 79, 86-96.
Zhan, Y., Jiang, Y., Wan, Z. H., & Guo, J. J. (2020). Is There an “Expectancy× Value” Effect? Investigating the Impact of Self-Efficacy and Learning Motives on Chinese Undergraduates’ Use of Deep Language Learning Strategies. The Asia-Pacific Education Researcher, 1-12.
Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64, 359–372.
Anderson, J. C., and D. W. Gerbing. 1988. Structural equation modelling in practice: A review and recommended two-step approach. Psychological Bulletin 103 (3):411–23.doi: 10.1037/0033-2909.103.3.411.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
Bandura, A. (1988). Perceived self-efficacy: Exercise of control through self-belief. In J.Dauwalder, P. Perrez, M. and Hobi, V. (Eds.), Annual series of European research in behavior therapy, 2: 27-59
Biggs, J. (1987), Student Approaches to Learning and Studying, Australian Council for Educational Research, Melbourne.
Biggs, J., Kember, D., & Leung, D. Y. (2001). The revised two‐factor study process questionnaire: R‐SPQ‐2F. British journal of educational psychology, 71(1), 133-149.
Borup, J., Walters, S., & Call-Cummings, M. (2020). Student Perceptions of Their Interactions with Peers at a Cyber Charter High School. Online Learning, 24(2), 207-224.
Bronfebrenner, Urie; Morris, Pamela A. (2007). "The Bioecological Model of Human Development". Handbook of Child Psychology. doi:10.1002/9780470147658.chpsy0114. ISBN 978-0470147658.
Curby, T. W., LoCasale-Crouch, J., Konold, T. R., Pianta, R. C., Howes, C., Burchinal, M., . . . & Barbarin, O. (2009). The relations of observed pre-K classroom quality profiles to children’s achievement and social competence. Early Education and Development, 20(2), 346–372. http://dx.doi.org/10.1080/10409280802581284.
Farhang, R., Zamani Ahari, U., Ghasemi, S., & Kamran, A. (2020). The Relationship between Learning Styles and Career Decision-Making Self-Efficacy among Medicine and Dentistry Students of Ardabil University of Medical Sciences. Education Research International, 2020.
Gefen, D., D. W. Straub, and M. C. Boudreau. 2000. Structural equation modelling and regression: Guidelines for research practice. Communications of the Association for Information Systems 4:1–79. doi: 10.17705/1CAIS.00407.
Hair, J. F., W. C. Black, B. J. Babin, R. E. Anderson, and R. L. Tatham. 2006. Multivariate data analysis. 6th ed.Upper Saddle River, NJ: Prentice Hall.
Hair, J. F., Anderson, R. E., Babin, B. J., & Black, W. C. (2010). Multivariate data analysis: A global perspective (7th ed.). New Jersey: Pearson Prentice Hall.
Hair, J. F., C. Ringle, M., and M. Sarstedt. 2011. PLS-SEM: Indeed a silver bullet. Journal of Marketing Theory and Practice 19 (2):139–52. doi: 10.2753/MTP10696679190202.
Hair, J. F., G. T. M. Hult, C. M. Ringle, and M. Sarstedt.2017. A primer on partial least squares structural equation modeling (PLS-SEM). 2nd ed. Thousand Oaks, CA: Sage.
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24. https://doi.org/10.1108/EBR-11-2018-0203.
Henseler, J., and G. Fassott. 2009. Testing moderating effects in PLS path models: An illustration of available procedures. In Handbook of partial least squares: Concept methods and applications, V. Esposito Vinzi, W.W. Chin,J. Henseler, and H. Wang, eds. Berlin: Springer.
Hughes, J. N. (2011). Longitudinal effects of teacher and student perceptions of teacher-student relationship qualities on academic adjustment. The Elementary School Journal, 112, 38-60.
Johnson, D. W. (1981). Student-student interaction: The neglected variable in education. Educational researcher, 10(1), 5-10.
Kämäräinen, A., Björn, P., Eronen, L., & Kärnä, E. (2019). Managing epistemic imbalances in peer interaction during mathematics lessons. Discourse Studies, 21(3), 280-299.
Lacey, M. M., Campbell, S. G., Shaw, H., & Smith, D. (2020). Self‐selecting peer groups formed within the laboratory environment have a lasting effect on individual student attainment and working practices. FEBS Open Bio.
Laird, T. F. N., Shoup, R., Kuh, G. D., & Schwarz, M. J. (2008). The effects of discipline on deep approaches to student learning and college outcomes. Research in higher Education, 49(6), 469-494.
Leasa, M. (2018, September). The correlation between emotional intelligence and critical thinking skills with different learning styles in science learning. In AIP Conference Proceedings (Vol. 2014, No. 1, p. 020135). AIP Publishing LLC.
Lee, D., Watson, S. L., & Watson, W. R. (2020). The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses. International Review of Research in Open and Distributed Learning, 21(1), 23-39.
Lent, R. W., Brown, S. D., & Larkin, K. C. (1986). Self-efficacy in the prediction of academic performance and perceived career options. Journal of counseling psychology, 33(3), 265.
LoCasale-Crouch, J., Jamil, F., Pianta, R. C., Rudasill, K. M., & DeCoster, J. (2018). Observed quality and consistency of fifth graders’ teacher–student interactions: Associations with feelings, engagement, and performance in school. Sage Open, 8(3), 2158244018794774.
Lopes, P. N., Salovey, P., Côté, S., Beers, M., & Petty, R. E. (2005). Emotion regulation abilities and the quality of social interaction. Emotion, 5(1), 113.
Liu Qi, Zhang Muchu. The Communist Party of China and the Development of Higher Education in China (1921-2021) [J/OL]. Chongqing higher education research: 1-12 [2020-12-16]. HTTP: / / http://kns.cnki.net/kcms/detail/50.1028.G4.20201214.1734.002.html.
Marton, F. and Saljo, R. (1997), “Approaches to learning”, in Marton, F., Hounsell, D. and Entwistle, N. (Eds), The Experience of Learning, Scottish Academic Press, Edinburgh, pp. 39-58.
McFarlane, R., Spes-Skrbis, M., & Taib, A. (2017). Let's Chat-A fresh take on the invaluable role of peer-to-peer conversation in student engagement, participation and inclusion. Student success, 8(2), 107-112.
Megahed, M., Asad, A., & Mohammed, A. (2019). Data on learners emotional states, mental responses and fuzzy learning flows during interaction with learning environment. Data in brief, 25, 104378.
Pallant, J. (2011). Survival manual. A step by step guide to data analysis using SPSS. 4th edition, Crows Nest,NSW: Allen & Unwin.
President’s Council on Sustainable Development (1994), Education for Sustainability: An Agenda
for Action, National Forum on Partnerships Supporting Education about the Environment,US Government Printing Office, Washington, DC, available at: www.gcrio.org/edu/pcsd/toc.html
Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association.
Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children’s success in the first years of school. School Psychology Review, 33, 444-458.
Pianta, R., La Paro, K. & Hamre, B. (2008). Classroom Assessment Scoring System Pre-K. Paul H. Brookes Publishing Co.
Poulou, M. (2015). Teacher-student relationships, social and emotional skills, and emotional and behavioural difficulties. International Journal of Educational Psychology, 4(1), 84-108.
O’ Connor, E., & McCartney, K. (2006). Testing associations between young children’s relationships with mothers and teachers. Journal of Educational Psychology, 98, 187-198.
Ramsden, P. (1997), “The context of learning in academic departments”, in Marton, F., Hounsell,D. and Entwistle, N. (Eds), The Experience of Learning, Scottish Academic Press,Edinburgh, pp. 198-216.
Rimm-Kaufman, S. E., Curby, T. W., Grimm, K., Nathanson, L., & Brock, L. L. (2009).The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45, 958–972. http://dx.doi.org/10.1037/a0015861
Ringle, C. M., S. Wende, and A. Will. 2005. SmartPLS 2.0(beta). Hamburg, Germany.
Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents’
motivation and engagement during middle school. American Educational Research Journal, 38, 437-460.
Taheri, H., Bagheri, M. S., Bavali, M., & Khajavi, Y. (2019). EFL learners’ L2 achievement and its relationship with cognitive intelligence, emotional intelligence, learning styles, and language learning strategies. Cogent Education, 6(1), 1655882.
Martin, D. P., & Rimm-Kaufman, S. E. (2015). Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?. Journal of school psychology, 53(5), 359-373.
Warburton, K. (2003). Deep learning and education for sustainability. International Journal of Sustainability in Higher Education, 4(1), 44-56.
Warren, L., Reilly, D., Herdan, A., & Lin, Y. (2020). Self-efficacy, performance and the role of blended learning. Journal of Applied Research in Higher Education.
Wentzel, K. R., Battle, A., Russell, S., & Looney, L. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35,193-202.
Wu, J. Y., Hughes, J. N., & Kwok, O. M. (2010). Teacher-student relationship quality type in elementary grades: Effects on trajectories for achievement and engagement. Journal of School Psychology, 48, 357-387.
Stone, M. 1974. Cross-validatory choice and assessment of statistical predictions. Journal of the Royal Statistical Society: Series B (Methodological) 36 (2):111–47. doi: 10.1111/j.2517-6161.1974.tb00994.x.
Solomon, D., Battistich, V., Watson, M., Schaps, E., & Lewis, C. (2000). A six-district study of educational change: Direct and mediated effects of the child development project. Social Psychology of Education, 4, 3-51.
Ulmanen, S., Soini, T., Pietarinen, J., & Pyhältö, K. (2016). Students’ experiences of the development of emotional engagement. International Journal of Educational Research, 79, 86-96.
Zhan, Y., Jiang, Y., Wan, Z. H., & Guo, J. J. (2020). Is There an “Expectancy× Value” Effect? Investigating the Impact of Self-Efficacy and Learning Motives on Chinese Undergraduates’ Use of Deep Language Learning Strategies. The Asia-Pacific Education Researcher, 1-12.
Published
2023-03-01
How to Cite
SOFEIA, Noorzareith; ZHAO, Jingxian; HAMSAN, Raziff.
Whether We Can Influence Students' Self- Efficacy and Emotional Expectation Value of Deep Learning Through the Perception of Teacher-Student Interaction and Peer Interaction? Through the Lens of IEEP.
International Journal of Advanced Research in Education and Society, [S.l.], v. 5, n. 1, p. 76-90, mar. 2023.
ISSN 2682-8138.
Available at: <https://myjms.mohe.gov.my/index.php/ijares/article/view/21665>. Date accessed: 25 sep. 2023.
Section
Articles
