The Impact of Instructional Clarity and Teacher Humor on College Students' Academic Engagement in Advanced Mathematics: A Multilevel Mediation Model
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| Title: | The Impact of Instructional Clarity and Teacher Humor on College Students' Academic Engagement in Advanced Mathematics: A Multilevel Mediation Model |
|---|---|
| Language: | English |
| Authors: | Fan Wang (ORCID |
| Source: | Educational Psychology. 2025 45(9):1050-1069. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, College Students, College Faculty, Humor, Mathematics Instruction, Mathematics Teachers, Advanced Courses, Student Attitudes, Correlation, Learner Engagement, Psychological Patterns, Teacher Effectiveness |
| Geographic Terms: | China |
| DOI: | 10.1080/01443410.2025.2537267 |
| ISSN: | 0144-3410 1469-5820 |
| Abstract: | Effective teaching behaviours of instructors significantly facilitate students' learning and development. This study surveyed 3493 college students in advanced mathematics classrooms across three Chinese universities. A multilevel mediation model examined the relevance of instructional clarity and teacher humour to academic engagement. The results indicate that: at the student level, individual perceptions of instructional clarity and course-related teacher humour are positively associated with academic engagement, with enjoyment and boredom serving as significant mediators. Only boredom mediates the relationship between Course-unrelated, aggressive teacher humour, and academic engagement. At the class level, only instructional clarity was positively associated with academic engagement, with enjoyment significantly mediating this relationship. These findings suggest that instructors' teaching behaviours directly affect students' academic engagement and also indirectly influence it by shaping students' academic emotions. This study provides insights into enhancing effective teaching behaviours to promote students' academic engagement. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486177 |
| Database: | ERIC |
| Abstract: | Effective teaching behaviours of instructors significantly facilitate students' learning and development. This study surveyed 3493 college students in advanced mathematics classrooms across three Chinese universities. A multilevel mediation model examined the relevance of instructional clarity and teacher humour to academic engagement. The results indicate that: at the student level, individual perceptions of instructional clarity and course-related teacher humour are positively associated with academic engagement, with enjoyment and boredom serving as significant mediators. Only boredom mediates the relationship between Course-unrelated, aggressive teacher humour, and academic engagement. At the class level, only instructional clarity was positively associated with academic engagement, with enjoyment significantly mediating this relationship. These findings suggest that instructors' teaching behaviours directly affect students' academic engagement and also indirectly influence it by shaping students' academic emotions. This study provides insights into enhancing effective teaching behaviours to promote students' academic engagement. |
|---|---|
| ISSN: | 0144-3410 1469-5820 |
| DOI: | 10.1080/01443410.2025.2537267 |
