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Humble teaching style and active learning behavior: A mentor perspective.

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Title: Humble teaching style and active learning behavior: A mentor perspective.
Authors: Wang, Lu (AUTHOR), Bian, Tieyao (AUTHOR), Ma, Jikang (AUTHOR)
Source: Social Behavior & Personality: an international journal. Sep2026, Vol. 54 Issue 9, p1-11. 11p.
Subjects: Active learning, Trust, Mentoring, College students, Student engagement, Teaching methods, Social exchange, Personality
Abstract: Using social exchange theory as a basis, this study examined how university teachers' humble teaching style predicts students' active classroom learning behavior. We collected data from 447 Chinese university students via a survey. Results of regression and mediation analysis showed that humble teaching was positively related to active classroom behavior, with students' perceived trust partially mediating this effect. Additionally, through a moderation analysis we found that the relationship between humble teaching and perceived trust was stronger for students with high, compared to low, levels of proactive personality, thereby amplifying the indirect effect on active learning. These results highlight the role of trust and individual traits in promoting student engagement. [ABSTRACT FROM AUTHOR]
Copyright of Social Behavior & Personality: an international journal is the property of Scientific Journal Publishers Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Humble teaching style and active learning behavior: A mentor perspective.
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  Data: <searchLink fieldCode="AR" term="%22Wang%2C+Lu%22">Wang, Lu</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bian%2C+Tieyao%22">Bian, Tieyao</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ma%2C+Jikang%22">Ma, Jikang</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Social+Behavior+%26+Personality%3A+an+international+journal%22">Social Behavior & Personality: an international journal</searchLink>. Sep2026, Vol. 54 Issue 9, p1-11. 11p.
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  Data: <searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br /><searchLink fieldCode="DE" term="%22Trust%22">Trust</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink><br /><searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Social+exchange%22">Social exchange</searchLink><br /><searchLink fieldCode="DE" term="%22Personality%22">Personality</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Using social exchange theory as a basis, this study examined how university teachers' humble teaching style predicts students' active classroom learning behavior. We collected data from 447 Chinese university students via a survey. Results of regression and mediation analysis showed that humble teaching was positively related to active classroom behavior, with students' perceived trust partially mediating this effect. Additionally, through a moderation analysis we found that the relationship between humble teaching and perceived trust was stronger for students with high, compared to low, levels of proactive personality, thereby amplifying the indirect effect on active learning. These results highlight the role of trust and individual traits in promoting student engagement. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Social Behavior & Personality: an international journal is the property of Scientific Journal Publishers Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=196784657
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      – Type: doi
        Value: 10.2224/sbp.16370
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      – Code: eng
        Text: English
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        PageCount: 11
        StartPage: 1
    Subjects:
      – SubjectFull: Active learning
        Type: general
      – SubjectFull: Trust
        Type: general
      – SubjectFull: Mentoring
        Type: general
      – SubjectFull: College students
        Type: general
      – SubjectFull: Student engagement
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Social exchange
        Type: general
      – SubjectFull: Personality
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      – TitleFull: Humble teaching style and active learning behavior: A mentor perspective.
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            NameFull: Wang, Lu
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            NameFull: Bian, Tieyao
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            NameFull: Ma, Jikang
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            – D: 01
              M: 09
              Text: Sep2026
              Type: published
              Y: 2026
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              Value: 03012212
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              Value: 54
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              Value: 9
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            – TitleFull: Social Behavior & Personality: an international journal
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