从热情教学到学习目标：归属感和纪律气候作为支持认知参与学习的双重路径

Classroom environments that support students’ adaptive learning goals are essential for fostering deeper learning and self-regulated learning. Although teacher enthusiasm has been widely associated with student motivation, the relational and environmental processes underlying its association with students’ learning goals remain insufficiently understood. Drawing on Self-Determination Theory, Broaden-and-Build Theory and Emotional Contagion Theory, this study investigated a dual-pathway model examining the associations between teacher enthusiasm and students’ learning goals through two mediatin