Work

Classroom participation among Chinese private college students: the role of teacher–student interaction, peer relationships, and learning motivation

Year: 2026

Type: article

Abstract: Introduction Classroom participation is an important indicator of teaching effectiveness. However, limited research has simultaneously examined the roles of teacher–student interaction, peer relationships, and learning motivation in shaping classroom participation, particularly in private higher education contexts. This study aims to investigate the relationships among these variables among undergraduate students in a private university in Qingdao, China. Methods A quantitative research design based on the positivist paradigm was adopted. Data were collected from a structured questionnaire from 534 undergraduate students. The data were analyzed using descriptive statistics, Pearson correlation analysis, and structural equation modeling (SEM). Results The results indicate that classroom participation is positively associated with teacher–student interaction ( r = 0.566, p < 0.01), peer relationships (r = 0.550, p < 0.01), and learning motivation ( r = 0.618, p < 0.01). In addition, teacher–student interaction ( r = 0.545, p < 0.01) and peer relationships ( r = 0.544, p < 0.01) are positively associated with learning motivation. SEM results further show that learning motivation has the strongest effect on classroom participation ( β = 0.364, p < 0.001), followed by teacher–student interaction ( β = 0.252, p < 0.001)and peer relationships ( β = 0.214, p < 0.001). Moreover, teacher–student interaction and peer relationships are indirectly associated with classroom participation through learning motivation. Conclusion These findings highlight the interconnected roles of social interaction factors and learning motivation in understanding classroom participation. The study contributes to the literature by providing empirical evidence from private higher education and offers practical implications for improving teaching practices and educational policy.

Source: Frontiers in Psychology

DOI: 10.3389/fpsyg.2026.1673668

Authors: Zhiyuan Yang, Connie Shin, Qijing Chen

Institution: Universiti of Malaysia Sabah

Language: English

Topic: Communication in Education and Healthcare

Subfield: Social Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $3,801