Effect of teacher social support on students’ emotions and learning engagement: a U.S.-Chinese classroom investigation
Abstract Psychological and instructional communication researchers increasingly recognize the significance of student emotions in determining their engagement in the classroom. Under the direction of Emotional Response Theory (Mottet, Frymier, & Beebe, 2006), this study aims to establish a model...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Springer Nature
2024-01-01
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| Series: | Humanities & Social Sciences Communications |
| Online Access: | https://doi.org/10.1057/s41599-024-02634-0 |