Perceived quality of teaching and course engagement in entrepreneurship education: the moderating role of teacher interpersonal behaviour among first-year undergraduates at a Chinese university
- 1Public Administration Office, Wenzhou University , , ,
Abstract
This cross-sectional, single-institutional study investigates associations between perceived quality of teaching (PQT) and first-year undergraduates’ student course engagement (SCEn) within entrepreneurship education and examines the statistical moderating role of teacher interpersonal behaviour (IB). Survey data of 456 first-year undergraduates from 16 schools at one provincial university were analysed via Partial Least-Squares Structural Equation Modelling (PLS-SEM). Results show a substantial positive cross-sectional association between PQT and SCEn (β = 0.516, p < 0.001). IB also exhibits a positive statistical association with SCEn (β = 0.403, p < 0.001). Teacher IB significantly moderates the PQT-SCEn association, yet the magnitude of this moderating effect is modest (β = 0.068, p = 0.038). These correlational findings suggest that student course engagement is correlated with both perceived quality of teaching and teacher interpersonal behaviour. For entrepreneurship-education practice, the findings point to the value of integrating pedagogical improvement with supportive interpersonal teaching practices to foster student course engagement and inform curriculum design and faculty development.
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BibTeX
@article{lin2026perceived,
title = {{Perceived quality of teaching and course engagement in entrepreneurship education: the moderating role of teacher interpersonal behaviour among first-year undergraduates at a Chinese university}},
author = {Dake Lin},
journal = {Frontiers in psychology},
year = {2026},
month = oct,
doi = {10.3389/fpsyg.2026.1936338},
url = {https://europepmc.org/article/PMC/PMC13724435},
note = {CC BY},
}
RIS
TY - JOUR
TI - Perceived quality of teaching and course engagement in entrepreneurship education: the moderating role of teacher interpersonal behaviour among first-year undergraduates at a Chinese university
AU - Dake Lin
PY - 2026
DA - 2026/10/19
JO - Frontiers in psychology
DO - 10.3389/fpsyg.2026.1936338
UR - https://europepmc.org/article/PMC/PMC13724435
AB - This cross-sectional, single-institutional study investigates associations between perceived quality of teaching (PQT) and first-year undergraduates’ student course engagement (SCEn) within entrepreneurship education and examines the statistical moderating role of teacher interpersonal behaviour (IB). Survey data of 456 first-year undergraduates from 16 schools at one provincial university were analysed via Partial Least-Squares Structural Equation Modelling (PLS-SEM). Results show a substantial positive cross-sectional association between PQT and SCEn (β = 0.516, p < 0.001). IB also exhibits a positive statistical association with SCEn (β = 0.403, p < 0.001). Teacher IB significantly moderates the PQT-SCEn association, yet the magnitude of this moderating effect is modest (β = 0.068, p = 0.038). These correlational findings suggest that student course engagement is correlated with both perceived quality of teaching and teacher interpersonal behaviour. For entrepreneurship-education practice, the findings point to the value of integrating pedagogical improvement with supportive interpersonal teaching practices to foster student course engagement and inform curriculum design and faculty development.
SN - 1664-1078
ER -