Does professor-student trust improve motivation and perceived performance?

Abstract

espanolNuestro trabajo analiza el efecto que sobre la motivacion de los estudiantes tiene la relacion de confianza tanto personal como academica entre el profesor y el estudiante asi como la percepcion que este tiene de su desempeno. Para ello hemos utilizado una encuesta on line en la que pedimos a los estudiantes universitarios que evaluen a sus profesores como un todo usando una escala de Likert. Las variables independientes fueron la confianza academica y la confianza personal, mientras que las variables dependientes fueron la motivacion y el desempeno percibido. Los resultados mostraron una correlacion positiva entre la confianza tanto academica como personal en relacion con la motivacion y el rendimiento percibido. Las ramificaciones de nuestro estudio sobre investigaciones futuras impulsan la idea de que la confianza debe ser vista desde diferentes perspectivas y que es una parte implicita de las habilidades de ensenanza. EnglishOur study takes into account the way in which both academic and personal trust has an effect on the motivation of students and their perceived performance. To do this we sent an online survey in which we asked higher education students to evaluate their professors as a whole using a Likert scale. The independent variables were academic trust and personal trust, whilst the dependent variables were motivation and perceived performance. The results showed a positive correlation between academic trust and motivation, as well as with perceived performance. The same result was achieved when studying personal trust in regards to motivation and perceived performance. This implies that there is an important positive relationship between trust and the general performance of students in class. The ramifications of our study on future research push for the idea that trust must be seen from differing perspectives, and that it is an implicit part of teaching skills.