Quantitative Analysis of Influential Factors on Learning Engagement in Rural Teacher Education Programs

DOI: https://doi.org/10.62517/jhet.202515104

Author(s)

Mei Wang, Wen Qin*, Congying Wang

Affiliation(s)

School of Educational Science, Yangzhou University, Yangzhou, Jiangsu, China *Corresponding Author

Abstract

This study employs a quantitative approach to investigate the learning engagement of students in rural normal universities, set against the backdrop of broader policy initiatives aimed at improving the quality of rural education. It examines the cognitive, emotional, and behavioral dimensions of engagement, revealing significant differences based on factors such as grade level, urban-rural background, and family socioeconomic status. Through regression analysis, the study identifies key factors influencing student engagement, including family background, curriculum rigor, institutional support, learning motivation, and interpersonal relationships. The findings highlight the unique challenges and opportunities faced by rural teacher education programs, emphasizing the need for targeted strategies to enhance cognitive engagement and improve educational outcomes. By providing empirical evidence, this research contributes to discussions on teacher education reform and offers valuable insights for policymakers and educators committed to cultivating effective rural educators and addressing educational opportunity and quality gaps.

Keywords

Rural Teacher Education; Learning Engagement; Cognitive Engagement; Teacher Preparation; Educational Policy; Quantitative Research

References

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