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

Journal title CADMO
Author/s José María Rubio-Valdivia, Ginés David López-García, Antonio Granero-Gallegos
Publishing Year 2023 Issue 2022/2 Language Spanish
Pages 19 P. 85-103 File size 240 KB
DOI 10.3280/CAD2022-002006
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

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. Kline, R.B. (2016), Principles and practice of structural equation modeling. New York: The Guilford Press, 4th ed.
  2. 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,
  3. 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
  4. 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.
  5. 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,
  6. 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
  7. 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.
  8. Marsh, H.W., Pekrun, R., Murayama, K., Arens, A.K., Parker, P.D., Guo, J., Dicke,
  9. 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.
  10. Kim, E., Corcoran, R.P. (2018), “Factors that influence pre­service teachers’ persis- tence”, Teaching and Teacher Education, 70, pp. 204-214,
  11. 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
  12. 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
  13. 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
  14. 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
  15. 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,
  16. 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.
  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. ENQA (2015), Standards and Guidelines for Quality Assurance in the European Higher Education Area, EURASHE, https://bit.ly/396SHUY.
  19. Dominguez­Lara, S. (2017), “Magnitud del efecto en análisis de regresión”, Interac- ciones, 3 (1), pp. 3-5,
  20. 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,
  21. De Meyer, J., Tallir, I.B., Soenens, B., Vansteenkiste, M., Aelterman, N., Van den
  22. Cohen, J. (1992), “A power primer”, Psychological Bulletin, 112 (1), pp. 155­159, DOI: 10.1037/0033-2909.112.1.155
  23. 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
  24. 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.
  25. 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
  26. 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,
  27. 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,
  28. 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,
  29. 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,
  30. 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
  32. 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,
  33. 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,
  34. 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,
  35. 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,
  36. 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,
  37. 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,
  38. 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,
  39. 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
  40. 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.
  41. 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,
  42. 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.
  43. 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,
  44. Ping C., Schellings, G., Beijaard, D. (2018), “Teacher educators’ professional learn- ing: A literature review”, Teaching and Teacher Education, 75, pp. 93-104,
  45. 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
  46. 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,
  47. 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
  48. 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
  49. 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,
  50. 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
  51. 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
  52. Soper D.S. (2022), A-priori Sample Size Calculator for Student t-Tests – Free Statis- tics Calculators, -- https://bit.ly/3oxyIQS.
  53. Tabachnick, B.G., Fidell, S.A. (2019), Using multivariate statistics. New Jersey: Pearson, 7th ed.
  54. 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,
  55. 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,

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