From Gesture to Engagement: Understanding the Mediating Role of Teacher–Student Relationship in Hebei’s College Classrooms
The present study examines the shared and unique contributions of college teachers’ nonverbal behaviors to students’ classroom engagement, and specifically explores the mediating role of teacher–student relationship. Informed by symbolic interaction theory and emotional response theory, the study investigates the influence of two key nonverbal behavior dimensions (i.e., gesture and body distance) on student engagement […]

