Analysis on the effect of science and technology innovation project driven teaching under the framework of educational psychology on achievement goal orientation and learning satisfaction of college students |
| Yijun Quan Bowei Liu Kwon Jaehwan |
| Dongshin University, Naju-si, Jellanam-do 58245, Korea |
Abstract : This study investigates the effects of science and technology innovation project-driven teaching on college students' achievement goal orientation and learning satisfaction based on educational psychology theories. Through questionnaire surveys and statistical analysis, the results show that this teaching approach significantly predicts learning satisfaction (β=0.536) and mastery goal orientation (β=0.528, p<0.001). When incorporating mastery goal orientation, its predictive effect on learning satisfaction remains significant (β=0.274, p<0.001), while mastery goal orientation itself positively predicts learning satisfaction (β=0.472, p<0.001), indicating a possible mediating role between these two factors. The research demonstrates that science and technology innovation project-driven teaching not only directly enhances learning satisfaction and promotes mastery goal orientation formation, but also indirectly influences learning satisfaction through its impact on mastery goal orientation. This provides theoretical and practical foundations for university teaching reforms and improving student learning experiences.
Keywords science and technology innovation project-driven teaching; achievement goal orientation; learning
satisfaction; educational psychology; college students
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Conflict of Interest
The author declares no conflict of interest.
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