The Impact of Teacher-student Relationship on Students’ Academic Satisfaction in Calligraphy Aesthetic Education: With Academic Self-efficacy, Coping Styles, and Grit as Mediators
Abstract
This study aims to explore the impact of teacher-student relationship on students’ academic satisfaction level in calligraphy aesthetic education, as well as the mediating effects of coping styles and self-efficacy in this process. Taking 500 college students from 5 universities offering calligraphy aesthetic education courses as the research subjects, this study collected data through questionnaires. An empirical model was constructed with “teacher-student relationship” as the explanatory variable, self-efficacy, coping styles and grit as mediating variables, and academic satisfaction as the explained variable, and relevant hypotheses were tested. The results show that the teacher-student relationship in calligraphy aesthetic education has a positive impact on academic satisfaction, and self-efficacy, coping styles and grit also play positive mediating roles between the two. This study holds that in calligraphy aesthetic education, teachers should focus on guiding college students to improve teacher-student relationship, cultivate self-efficacy, optimize coping styles and develop grit, so as to enhance students’ academic satisfaction.
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