Evaluating the Impact of Creative Teaching on Students’ Self-Regulated Learning (SRL)

Abstract

Creative teaching represents a novel approach that can be used to enhance higher education students’ Self-Regulated Learning (SRL). At present, research on how creative teaching affects SRL is relatively limited. Based on the Hierarchy of Effects (HoE) model and commitment-involvement theory, the study aims to investigate the comprehensive influence of creative teaching on SRL. Data were collected in China. Four novel findings were identified. First, creative teaching significantly influences cognitive involvement, subsequently impacting emotional involvement. Second, among humanities and social sciences majors, creative teaching directly influences emotional involvement. However, among science and engineering majors, creative teaching does not have a direct impact on emotional involvement. Third, emotional engagement can influence SRL both directly and indirectly through teacher-student interactions. Finally, the impact of creative teaching on SRL does not differ significantly between male and female students.