Whether We Can Influence Students' Self- Efficacy and Emotional Expectation Value of Deep Learning Through the Perception of Teacher-Student Interaction and Peer Interaction? Through the Lens of IEEP

Abstract

This study investigates the deep learning of students in the Innovation and Entrepreneurship Education Program (IEEP). Based on the ecosystem theory and the expected value theory, this study studies whether teacher-student interaction and peer interaction can influence students' deep learning willingness through students' self-efficacy and emotional value expectation. The study examined the relationships between students' perceived teacher-student interaction, peer interaction, self-efficacy, emotional value expectations, and deep learning. A total of 265 students from a Chinese university who participated in the Innovation and Entrepreneurship Education Program (IEEP) participated in this study. The research tools were developed mainly through exploratory factor analysis (EFA) and partial least squares structural equation model (PLS-SEM) to verify the research hypothesis. The research results show that the teacher-student interaction and peer interaction perceived by students have a significant predictive effect on students’ self-efficacy and emotional value expectations. Moreover, students' self-efficacy and emotional value expectation have a significant predictive effect on deep learning behavior, self-efficacy and emotional expected value for project success mediate between students' perceived teacher-student interaction and peer interaction and students' deep learning level. The result indicates that the influence of micro-ecosystem on people's intrinsic belief value will affect people's behavior, and it also shows that the creation of such activities has a significant impact on improving students' deep learning ability and innovation and creativity ability.