Abstract
<p style="text-align:justify">The purpose of the study was to examine correlations between perceived teacher innovation (PTI) and self-regulated learning (SRL), where learning motivation, self-efficacy, and learning transfer help illustrate the interplay between and among influencing variables in the teacher-student relationship. This study gathered 213 valid questionnaires out of 355 participants in the Design Thinking for Data Scientists, which is one of the courses taught from a university in Taiwan. This study has analyzed the possible linkage in the Structural Equation Modeling (SEM) through the path coefficient. The ensuing data analysis study has shown that learning motivation, self-efficacy, and learning transfer not only served as the mediator effects in the PTI and SRL but also played small moderating effects. It appears that when learning motivation, self-efficacy, and learning transfer decrease, the interplay between PTI and SRL becomes stronger. It is necessary to increase the level of intrinsic motivation by the perception of greater innovation in teaching materials. By so doing, students would be more receptive and affective of course contents in the classroom and regulate themselves to achieve educational goals. The implications of teachers' perceptions of pedagogical innovation for learning motivation and learning experience are likewise discussed.</p>
Highlights
In cognitive psychology, scholarly debates echoed differences between a teacher-centered approach and a studentbased approach
The ensuing data analysis study has shown that learning motivation, self-efficacy, and learning transfer served as the mediator effects in the perceived teacher innovation (PTI) and self-regulated learning (SRL) and played small moderating effects
The increasing trend has produced different layers of analysis such as classroom management and potential influences on student learning and motivation; this has underlined the rationale for this study to research how students could benefit from the student-based curriculum design and take their initiatives learning
Summary
Scholarly debates echoed differences between a teacher-centered approach and a studentbased approach. The student-based approach underlines self-directed initiatives and thereby constructs problem-solving skills throughout their lives (Sungur & Tekkaya, 2010). The increasing trend has produced different layers of analysis such as classroom management and potential influences on student learning and motivation; this has underlined the rationale for this study to research how students could benefit from the student-based curriculum design and take their initiatives learning. Norman and Schmidt (2000) responded to Colliver’s work by emphasizing the effects of multiple cognitive psychology variables that require more systematic exploration of research. Capon and Kuhn (2004) researched the context of the problem-based context where teachers are described as critical variables; that is to say, they are “either controlled or systematically varied in an unconfounded design” Capon and Kuhn (2004) researched the context of the problem-based context where teachers are described as critical variables; that is to say, they are “either controlled or systematically varied in an unconfounded design” (Norman & Schmidt, 2000, p. 62)
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