The Impact of Teacher-student Relationship on Students' 
Academic Satisfaction in Calligraphy Aesthetic Education: 
With Academic Self-efficacy, Coping Styles, and Grit as 
Mediators

Min Jin; kou, heung*

doi:10.70711/eer.v3i3.8724

The Impact of Teacher-student Relationship on Students' Academic Satisfaction in Calligraphy Aesthetic Education: With Academic Self-efficacy, Coping Styles, and Grit as Mediators

Min Jin, kou, heung*

Abstract

This study aims to explore the impact of teacher-student relationship on students' academic satisfaction level in calligraphy
aesthetic education, as well as the mediating effects of coping styles and self-efficacy in this process. Taking 500 college students from 5
universities offering calligraphy aesthetic education courses as the research subjects, this study collected data through questionnaires. An
empirical model was constructed with "teacher-student relationship" as the explanatory variable, self-efficacy, coping styles and grit as
mediating variables, and academic satisfaction as the explained variable, and relevant hypotheses were tested. The results show that the
teacher-student relationship in calligraphy aesthetic education has a positive impact on academic satisfaction, and self-efficacy, coping
styles and grit also play positive mediating roles between the two. This study holds that in calligraphy aesthetic education, teachers should
focus on guiding college students to improve teacher-student relationship, cultivate self-efficacy, optimize coping styles and develop grit,
so as to enhance students' academic satisfaction.

Keywords

Calligraphy Aesthetic Education; College Students; Teacher-Student Relationship; Academic Satisfaction; Self-efficacy; Coping Styles; Grit

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References

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DOI: http://dx.doi.org/10.70711/eer.v3i3.8724

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