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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 0009-0001-7060-6775), Rui Wu (ORCID 0000-0001-9642-768X), Hanzi Shen, Hao Wang, Ming Ji (ORCID 0009-0007-1739-5423)
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
FullText Text:
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  Data: The Impact of Instructional Clarity and Teacher Humor on College Students' Academic Engagement in Advanced Mathematics: A Multilevel Mediation Model
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  Data: <searchLink fieldCode="AR" term="%22Fan+Wang%22">Fan Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-7060-6775">0009-0001-7060-6775</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rui+Wu%22">Rui Wu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9642-768X">0000-0001-9642-768X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hanzi+Shen%22">Hanzi Shen</searchLink><br /><searchLink fieldCode="AR" term="%22Hao+Wang%22">Hao Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Ming+Ji%22">Ming Ji</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-1739-5423">0009-0007-1739-5423</externalLink>)
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  Data: 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
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  Data: 20
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Humor%22">Humor</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Advanced+Courses%22">Advanced Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1080/01443410.2025.2537267
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  Data: 0144-3410<br />1469-5820
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: EJ1486177
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1486177
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        Value: 10.1080/01443410.2025.2537267
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      – Text: English
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      Pagination:
        PageCount: 20
        StartPage: 1050
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: College Students
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      – SubjectFull: College Faculty
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Teacher Effectiveness
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      – SubjectFull: China
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