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Teacher-Expressed Humility and Students’ Learning Motivation: The Mediating Role of Academic Self-Efficacy and the Moderating Role of Teacher Ability Trustworthiness

Crossref DOI link: https://doi.org/10.1007/s40299-024-00856-z

Published Online: 2024-05-06

Published Print: 2025-02

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Zou, Wen-Qian

Chen, Shu-Chen
Funding

Funding for this research was provided by:

Educational Science Planning Project of Zhejiang Province, China (2023SCG141)

A Project Scientific Research Fund of Zhejiang Provincial Education Department (Y202250680)
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Text and Data Mining valid from 2024-05-06

Version of Record valid from 2024-05-06
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Article History

Accepted: 10 April 2024

First Online: 6 May 2024

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