The cultivation of student loyalty is an important topic in higher education reform, while the theoretical modeling and evidence for the effect of teachers’ interaction styles on student loyalty are seldom discussed. Based on Social Exchange Theory, Theory of Empathy, and the effect of power on pro-social behavior, 359 science & technology management master students in China are sampled in this study. With Hierarchical Regression Analysis, the conclusions are summarized as following. Interaction- and task-oriented interaction shows positive correlations with student loyalty, self-oriented interaction presents negative correlations with student loyalty, satisfaction reveals mediation on the relationship between the three interaction styles and student loyalty, and the mediation of satisfaction on the relationship between interaction- and task-oriented interaction and student loyalty is moderated by science & technology management master students’ management level. This study expands the theoretical framework of perceived interaction and student loyalty and provides decision-making reference for higher education service institutions cultivating student loyalty.
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