教师行为、动机和情绪对课堂学术社会参与的预测作用

IF 0.2 Q4 PSYCHOLOGY, MULTIDISCIPLINARY
Javier Sánchez-Rosas, Paula Belén Takaya, A. Molinari
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引用次数: 10

摘要

学术社会参与涉及学生与同伴和老师的社会互动的参与行为。目的:分析教师感知行为、任务价值、学业自我效能、课堂享受和羞耻感对学业社会参与的预测作用。方法:某大型国立大学心理学专业学生完成自我报告问卷,评估模型变量。通过通径分析对模型进行了评价。结果:模型与数据拟合良好,解释了31%的方差。教师行为知觉对任务价值(β = 0.42)、学业自我效能感(β = 0.19)、课堂享受(β = 0.24)有正向影响;任务值对课堂享受的影响(β = 0.52);课堂享受对学业社会参与的影响(β = 0.44)。学业自我效能负向影响班级羞耻感(β = -0.38),班级羞耻感(β = -0.44)和任务价值(β = -0.24)负向影响学业社会参与。结论:改变教师的行为和动机是影响教师情绪的有效手段。课堂乐趣和羞耻感是学术社会参与的更强预测因子。提出了个体变量在调节情境对敬业度的影响中的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Role of Teacher Behavior , Motivation and Emotion in Predicting Academic Social Participation in Class
Introduction: Academic social participation addresses student engagement behaviors that involve social interactions with peers and teachers. Objective: Perceived teacher behavior, task value, academic self-efficacy, class enjoyment and shame’s role in predicting academic social participation was analyzed. Method: Psychology students from a large national university completed self-report questionnaires assessing the model variables. A proposed model was evaluated by path analysis. Results: Model showed good fit to the data, explaining 31% of variance. Positive influences were detected of perceived teacher behavior on task value (β = 0.42), academic self-efficacy (β = 0.19), and class enjoyment (β = 0.24); of task value on class enjoyment (β = 0.52); and of class enjoyment on academic social participation (β = 0.44). Academic self-efficacy negatively affected class shame (β = -0.38), while class shame (β = -0.44) and task value (β = -0.24) showed a negative influence on academic social participation. Conclusion: Utility of modifying teacher behavior and motivation as a means to affect emotion was demonstrated. Class enjoyment and shame were the stronger predictors of academic social participation. Individual variables’ importance in moderating contextual influence on engagement was suggested.
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Pensando Psicologia
Pensando Psicologia PSYCHOLOGY, MULTIDISCIPLINARY-
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