Correction: Classroom participation among Chinese private college students: the role of teacher–student interaction, peer relationships, and learning motivation

A Correction on: Yang Z, Shin C and Chen Q (2026) Classroom participation among Chinese private college students: the role of teacher-student interaction, peer relationships, and learning motivation. Front. Psychol. 17:1673668. doi: 10.3389/fpsyg.2026.1673668In the abstract, an incorrect version of the Conclusion section was published. This has been corrected to read:These findings highlight the interconnected roles of social interaction factors and learning motivation in understanding classroom participation. The study contributes to the literature by providing empirical evidence from private higher education and offers practical implications for improving teaching practices and educational policy The original version of this article has been updated.