A Review of Psychological Factors in Quality Management for Chinese Practical Teaching
Year: 2025
Type: article
Abstract: This review examines the interplay of psychological factors—motivation, cognitive load, well-being, and behavior—in quality management of practical teaching in China. For this purpose, we choose narrative approach randomly selecting literature to identify recurring themes regarding psychological factors and its influence on quality management of practical teaching in China. As practical education becomes pivotal in bridging theoretical knowledge with real-world applications, the role of psychological dynamics in influencing teaching effectiveness and student outcomes gains importance. Grounded in motivational theories like self-determination and expectancy, the study highlights the impact of intrinsic and extrinsic motivators on engagement and performance. Cognitive load theory elucidates strategies to manage mental effort, optimizing teaching methodologies through multimedia tools and gamified learning. The review underscores the importance of teacher well-being, emphasizing stress management and professional support to mitigate burnout and enhance educational quality. Moreover, fostering positive teacher-student relationships is presented as vital for academic engagement, leveraging emotional connections to fulfill students’ psychological needs and improve outcomes. Challenges such as cultural and institutional barriers to integrating psychological insights are discussed, with recommendations for systemic reforms in teacher training, classroom management, and educational policy. By incorporating psychological perspectives into quality management frameworks, this study advocates for a holistic approach that empowers educators and students, promoting sustainable development in China’s evolving educational landscape.
Authors: Xia Jiang, Yunjie Zeng, Junchen Guo
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W6968214488
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