Efectos del estilo interpersonal docente sobre el compromiso académico en futuros docentes. El rol mediador de la confianza y el esfuerzo académico

Titolo Rivista CADMO
Autori/Curatori José María Rubio-Valdivia, Ginés David López-García, Antonio Granero-Gallegos
Anno di pubblicazione 2023 Fascicolo 2022/2
Lingua Spagnolo Numero pagine 19 P. 85-103 Dimensione file 240 KB
DOI 10.3280/CAD2022-002006
Il DOI è il codice a barre della proprietà intellettuale: per saperne di più clicca qui

Qui sotto puoi vedere in anteprima la prima pagina di questo articolo.

Se questo articolo ti interessa, lo puoi acquistare (e scaricare in formato pdf) seguendo le facili indicazioni per acquistare il download credit. Acquista Download Credits per scaricare questo Articolo in formato PDF

Anteprima articolo

FrancoAngeli è membro della Publishers International Linking Association, Inc (PILA)associazione indipendente e non profit per facilitare (attraverso i servizi tecnologici implementati da CrossRef.org) l’accesso degli studiosi ai contenuti digitali nelle pubblicazioni professionali e scientifiche

The aim of present study was to analyze the mediating role of academic confidence and academic effort between teacher interpersonal style (i.e., autonomy support and controlling climate) and academic engagement. An observational, descriptive, crosssectional, and non-randomized design was used. Three hundred and thirty-two Master’s Degree students in Sec- ondary Education Teaching from several Andalusian universities aged be- tween 18 and 48 years (M = 24.49; SD = 4.76) participated in the study. The predictive relationships between the scales of interpersonal teaching style, academic self-concept and academic engagement were analyzed us- ing a path analysis model. The main results show that autonomy support has a direct and positive predictive effect on academic engagement. In ad- dition, the relevance of academic effort as a mediator for the positive prediction between autonomy support and engagement is highlighted. This study underlines the importance of autonomy support style as a facilitator and supporter of confidence, effort and academic engagement in the train- ing of future teachers.

Keywords:academic self-concept, Self-determination theory, student teacher, teacher training.

  1. Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J. R. J., Reeve, J. (2019), “Toward an integrative and fine­grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach”, Journal of Educational Psychology, 111 (3), pp. 497-521,
  2. Andreucci­Annunziata, P.M., Eisendecher, E.L. (2020), “La autonomía del docente en formación: un análisis desde la perspectiva relacional en el contexto de su- pervisión pedagógica”, Perspectiva Educacional, 59 (3), pp. 4-23,
  3. Appleton, J.J., Christenson, S.L., Furlong, M.J. (2008), “Student engagement with school: Critical conceptual and methodological issues of the construct”, Psychol- ogy in the Schools, 45 (5), pp. 369-386,
  4. Granero­Gallegos, A., Baena­Extremera, A., Escaravajal, J.C., Baños, R. (2021a), “Validation of the Academic Self­Concept Scale in the Spanish university con- text”, Education Sciences, 11 (10), p. 653,
  5. Granero­Gallegos, A., Hortigüela­Alcalá, D., Hernando­Garijo, A., Carrasco­Poy- atos, M. (2021b), “Estilo docente y competencia en Educación Superior: medi- ación del clima motivacional”, Educación XX1, 24 (2), pp. 43-64,
  6. Granero­Gallegos, A., Escaravajal, J.C., López­García, G.D., Baños, R. (2022), “Does the teaching style influence the academic confidence of teachers in train- ing? Mediation of basic psychological needs and academic engagement”, Jour- nal of Intelligence, 10 (3), p. 71,
  7. Bakadorova, O., Lazarides, R., Raufelder, D. (2019), “Effects of social and individ- ual school self­concepts on school engagement during adolescence”, European Journal of Psychology of Education, 35 (1), pp. 73-91,
  8. Bakker, A.B., Sanz, A.I., Kuntze, J. (2015), “Student engagement and performance: A weekly diary study on the role of openness”, Motivation and Emotion, 39 (1), pp. 49-62,
  9. Burgueño, R., González­Cutre, D., Sicilia, Á., Alcaraz­Ibáñez, M., Medina­Ca- saubón, J. (2021), “Is the instructional style of teacher educators related to the teaching intention of pre-service teachers? A Self-Determination Theory perspec- tive­based analysis”, Educational Review, 74 (7), pp. 1282-1304, DOI: 10.1080/00131911.2021.1890695
  10. Cazalla, N., Molero, D. (2013), “Revisión teórica sobre el autoconcepto y su importan- cia en la adolescencia”, Revista Electrónica de Investigación y Docencia (REID), 10, pp. 43­64. -- https://dialnet.unirioja.es/servlet/articulo?codigo = 5449648.
  11. Chan, S., Maneewan, S., Koul, R. (2021), “Teacher educators’ teaching styles: rela- tion with learning motivation and academic engagement in pre-service teach- ers”, Teaching in Higher Education, published online 27 june, DOI: 10.1080/13562517.2021.1947226
  12. Cohen, J. (1992), “A power primer”, Psychological Bulletin, 112 (1), pp. 155­159, DOI: 10.1037/0033-2909.112.1.155
  13. De Meyer, J., Tallir, I.B., Soenens, B., Vansteenkiste, M., Aelterman, N., Van den
  14. Berghe, Speleers, L., Haerens, L. (2014), “Does observed controlling teaching behavior relate to students’ motivation in physical education?”, Journal of Edu- cational Psychology, 106 (2), pp. 541-554,
  15. Dominguez­Lara, S. (2017), “Magnitud del efecto en análisis de regresión”, Interac- ciones, 3 (1), pp. 3-5,
  16. ENQA (2015), Standards and Guidelines for Quality Assurance in the European Higher Education Area, EURASHE, https://bit.ly/396SHUY.
  17. Fryer, L.K. (2015), “Predicting self­concept, interest and achievement for first­year students: The seeds of lifelong learning”, Learning and Individual Differences, 38, pp. 107-114,
  18. Hair, J.F., Black, W.C., Babin, B.J., Anderson, R.E., Tatham, R.L. (2018), Multivari- ate data analysis. New Jersey: Pearson Prentice Hall, 8th ed.
  19. Harris, D.N., Sass, T.R. (2011), “Teacher training, teacher quality and student achieve- ment”, Journal of Public Economics, 95 (7-8), pp. 798-812,
  20. Hinck, A., Tighe, J. (2020), “From the other side of the desk: students’ discours- es of teaching and learning”, Communication Education, 69 (1), pp. 1-18, DOI: 10.1080/03634523.2019.1657157
  21. Hooper, D., Coughlan, J., Mullen, M.R. (2008), “Structural equation modelling: Guidelines for determining model fit”, Electronic Journal of Business Research Methods, 6 (1), pp. 53-60, DOI: 10.21427/D79B73
  22. Hu, L., Bentler, P.M. (1998), “Fit indices sensitivity to misspecification”, Psycho- logical Methods, 3 (4), pp. 424-453, DOI: 10.1037/1082-989X.3.4.424
  23. Kahu, E.R. (2013), “Framing student engagement in higher education”, Studies in Higher Education, 38 (5), pp. 758-773, DOI: 10.1080/03075079.2011.598505
  24. Kim, E., Corcoran, R.P. (2018), “Factors that influence pre­service teachers’ persis- tence”, Teaching and Teacher Education, 70, pp. 204-214,
  25. Kline, R.B. (2016), Principles and practice of structural equation modeling. New York: The Guilford Press, 4th ed.
  26. Kulakow, S. (2020), “Academic self­concept and achievement motivation among adolescent students in different learning environments: Does competence­ support matter?”, Learning and Motivation, 70, p. 101632,
  27. Liu, W.C., Wang, C.K.J., Parkins, E.J. (2005), “A longitudinal study of students’ aca- demic self‐concept in a streamed setting: The Singapore context”, British Journal of Educational Psychology, 75 (4), pp. 567-586, DOI: 10.1348/000709905X42239
  28. López, A.M., Durán, G. (2021), “La educación y formación como palanca perma- nente de cambio”, Economistas, 174, pp. 85-100, -- https://dialnet.unirioja.es/serv- let/articulo?codigo=8019362.
  29. Lu, M., Walsh, K., White, S., Shield, P. (2017), “The Associations between Per- ceived Maternal Psychological Control and Academic Performance and Aca- demic Self-Concept in Chinese Adolescents: The Mediating Role of Basic Psy- chological Needs”, Journal of Child and Family Studies, 26 (5), pp. 1285-1297,
  30. Ma, Y., Bennett, D. (2021), “The relationship between higher education students’ per- ceived employability, academic engagement and stress among students in China”, Education + Training, 63 (5), pp. 744-762, DOI: 10.1108/ET-07-2020-0219
  31. Marsh, H.W., Martin, A.J., Yeung, A., Craven, R. (2017), Competence self­percep- tions. In A.J. Elliot, C. Dweck, D. Yeager (Eds), Handbook of competence and motivation. New York: Guilford Press, pp. 85-115, https://bit.ly/3aGpuAE.
  32. Marsh, H.W., Pekrun, R., Murayama, K., Arens, A.K., Parker, P.D., Guo, J., Dicke,
  33. T. (2018), “An integrated model of academic self­concept development: Aca- demic self­concept, grades, test scores, and tracking over 6 years”, Developmen- tal Psychology, 54 (2), pp. 263-280, DOI: 10.1037/dev0000393.
  34. Marsh, H.W., Trautwein, U., Lüdtke, O., Baumert, J., Köller, O. (2007), “The Big­ Fish­Little­Pond Effect: Persistent Negative Effects of Selective High Schools on Self­Concept After Graduation”, American Educational Research Journal, 44 (3), pp. 631-669, DOI: 10.3102/0002831207306728
  35. Matovu, M. (2014), “A structural equation modelling of the academic self­concept scale”, International Electronic Journal of Elementary Education, 6 (2), pp. 185- 198, -- http://fm.iuiu.ac.ug/handle/20.500.12309/188.
  36. Merino­Tejedor, E., Hontangas, P.M., Petrides, K.V. (2018), “Career Adaptability Mediates the Effect of Trait Emotional Intelligence on Academic Engagement”, Revista de Psicodidactica, 23 (2), pp. 77-85,
  37. Palacios, E.G., Zabala, A.F. (2007), “Los dominios social y personal del autoconcepto”, Revista de Psicodidactica, 12 (2), pp. 179-194, -- https://ojs.ehu.eus/index. php/psicodidactica/article/view/218.
  38. Pascual­Arias, C., López­Pastor, V.M., Hortigüela­Alcalá, D. (2022), “Student par- ticipation in the assessment and in-service teacher education as a tool for trans- parency and improvement of education quality”, Espiral. Cuadernos del Profe- sorado, 15 (31), pp. 1-10,
  39. Ping C., Schellings, G., Beijaard, D. (2018), “Teacher educators’ professional learn- ing: A literature review”, Teaching and Teacher Education, 75, pp. 93-104,
  40. Reeve, J. (2009), “Why teachers adopt a controlling motivating style toward stu- dents and how they can become more autonomy supportive”, Educational Psy- chologist, 44 (3), pp. 159-175, DOI: 10.1080/00461520903028990
  41. Reeve, J., Jang, H.R., Jang, H. (2018), “Personality­based antecedents of teachers’ autonomy­supportive and controlling motivating styles”, Learning and Individu- al Differences, 62, pp. 12-22,
  42. Reeve, J., Ryan, R.M., Cheon, S.H., Matos, L., Kaplan, H. (2022), Supporting Stu- dents’ Motivation: Strategies for Success. London: Routledge, 1st ed., DOI: 10.4324/9781003091738
  43. Ryan, R. M., Deci, E.L. (2017), Self­determination theory: Basic psychological needs in motivation, development, and wellness. New York: The Guilford Press, DOI: 10.1521/978.14625/28806
  44. Sanchez­Cabrero, R., Pericacho­Gómez, F.J. (2021), “Perfil y percepciones de los estudiantes del Máster universitario en formación del profesorado de educación secundaria en España”, Espiral. Cuadernos del Profesorado, 15 (30), pp. 71-83,
  45. Schaufeli, W.B., Martínez, I.M., Pinto, A.M., Salanova, M., Barker, A.B. (2002), “Burn- out and engagement in university students a cross­national study”, Journal of Cross- Cultural Psychology, 33 (5), pp. 464-481, DOI: 10.1177/0022022102033005003
  46. Skinner, E.A., Pitzer J.R. (2012), Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience. In S.L. Christenson, A.L. Reschly, C. Wylie (Eds), Handbook of Research on Student Engagement. New York: Springer, pp. 21-44, DOI: 10.1007/978-1-4614-2018-7_2
  47. Soper D.S. (2022), A-priori Sample Size Calculator for Student t-Tests – Free Statis- tics Calculators, -- https://bit.ly/3oxyIQS.
  48. Tabachnick, B.G., Fidell, S.A. (2019), Using multivariate statistics. New Jersey: Pearson, 7th ed.
  49. Upadyaya, K., Salmela­Aro, K. (2013), “Development of school engagement in as- sociation with academic success and well-being in varying social contexts: A review of empirical research”, European Psychologist, 18 (2), pp. 136-147,
  50. Urkidi, P., Losada, D., López, V., Yuste, R. (2020), “El acceso a la formación inicial del profesorado y la mejora de la calidad docente”, Revista Complutense de Edu- cación, 31 (3), pp. 353-364,
  51. Veas, A., Castejón, J.L., Miñano, P., Gilar­Corbí, R. (2019), “Actitudes en la ado- lescencia inicial y rendimiento académico: el rol mediacional del autoconcep- to académico”, Revista de Psicodidáctica, 24 (1), pp. 71-77,
  52. Veiga, F.H., García, F., Reeve, J., Wentzel, K., García, O. (2015), “When adolescents with high self­concept loose their engagement in school”, Revista de Psicodidác- tica, 20 (2), pp. 305-320,
  53. Vilà, R., Aneas, A., Rubio, M.J., Freixa, M. (2019), “The Value of Student Engage- ment for Higher Education Quality Assurance. Moving Away from the Regu- latory Approach”, REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio En Educación, 17 (2), p. 107,
  54. Von Elm, E., Altman, D.G., Egger, M., Pocock, S.J., Gøtzsche, P.C., Vandenbrouck- ef, J.P. (2007), “The Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) Statement: Guidelines for reporting observational studies”, Bulletin of the World Health Organization, 85 (11), pp. 867-872, DOI: 10.2471/BLT.07.045120

José María Rubio-Valdivia, Ginés David López-García, Antonio Granero-Gallegos, Efectos del estilo interpersonal docente sobre el compromiso académico en futuros docentes. El rol mediador de la confianza y el esfuerzo académico in "CADMO" 2/2022, pp 85-103, DOI: 10.3280/CAD2022-002006