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 thedata, 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.

• Autores: Sánchez-Rosas, Javier; Takaya, Paula Belén; Molinari, Alicia Verónica
• Tipo de recurso: Article of journal
• Fecha de publicación: 2016
• Institución: Universidad Cooperativa de Colombia
• Repositorio: Repositorio UCC
• Idioma: eng
• OAI Identifier: oai:repository.ucc.edu.co:20.500.12494/9597
• Acceso en línea: https://revistas.ucc.edu.co/index.php/pe/article/view/1327; https://hdl.handle.net/20.500.12494/9597
• Rights: openAccess
• License: Derechos de autor 2016 Pensando Psicología