Research on the Impact of Classroom Interaction on Academic Achievement in Chinese Language and Literature Major: Taking Learning Engagement as a Mediating Variable
Abstract
This study aims to explore the impact of classroom interaction in Chinese language and literature majors on students’ academic achievement, and to examine the mediating role of learning engagement. A questionnaire survey was conducted among 328 undergraduate students majoring in Chinese language and literature from six universities across the country, using the classroom interaction scale, learning engagement scale, and academic achievement questionnaire. The results showed that: (1) there was a significant positive correlation between classroom interaction, learning engagement, and academic achievement in Chinese language and literature majors; (2) classroom interaction not only directly and positively predicted academic achievement but also indirectly influenced it through the partial mediating effect of learning engagement. The study provides empirical evidence for optimizing classroom teaching models in Chinese language and literature majors and improving students’ academic performance.
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