The Impact of Emotional Support from Music Major Teachers on College Students' Learning Engagement in Chinese Universities: The Mediating Role of Classroom Climate
Abstract
lege students majoring in music at Chinese universities as the research sample to systematically examine the impact of teachers emotional
support on students learning engagement, with classroom climate introduced as a mediating variable to construct the research model. Data
were collected through a questionnaire survey, and the Bootstrap method were employed to test the proposed hypotheses. The results indicate
that Teachers emotional support significantly and positively predicts university students learning engagement, with classroom climate play
ing a partial mediating role in the relationship between teachersemotional support and learning engagement. These findings reveal the mech
anism through which teachersemotional support promotes studentslearning engagement by shaping a positive classroom climate, enrich the
contextual understanding of learning engagement research, and provide practical implications for optimizing teacherstudent relationships and
fostering supportive classroom environments in music education at the higher education level.
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DOI: http://dx.doi.org/10.70711/neet.v4i4.9132
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