Katharina Hamann, D. Maldonado, María del Pilar Sánchez, David Pascual Ezama
{"title":"教授与学生之间的信任是否能提高动机和感知绩效?","authors":"Katharina Hamann, D. Maldonado, María del Pilar Sánchez, David Pascual Ezama","doi":"10.12795/educade.2017.i08.03","DOIUrl":null,"url":null,"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.","PeriodicalId":53188,"journal":{"name":"Educade-Revista de Educacion en Contabilidad Finanzas y Administracion de Empresas","volume":"1 1","pages":"21-34"},"PeriodicalIF":0.1000,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Does professor-student trust improve motivation and perceived performance?\",\"authors\":\"Katharina Hamann, D. Maldonado, María del Pilar Sánchez, David Pascual Ezama\",\"doi\":\"10.12795/educade.2017.i08.03\",\"DOIUrl\":null,\"url\":null,\"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. 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引用次数: 0
摘要
我们的工作分析了教师和学生之间的个人和学术信任关系对学生动机的影响,以及学生对自己表现的感知。为此,我们使用了一项在线调查,要求大学生使用李克特量表作为一个整体来评估他们的老师。自变量为学术自信和个人自信,因变量为动机和感知表现。在本研究中,我们评估了学生对动机和感知表现的信心与学术和个人信心之间的关系。我们的研究对未来研究的分支推动了这样一种观点,即信任应该从不同的角度来看待,它是教学技能的一个隐含部分。英语研究考虑了学术和个人信任对学生动机及其感知表现的影响。为了实现这一点,我们发送了一份在线调查,我们要求高等教育学生使用李克特量表对他们的教授进行全面评估。《独立报变量是academic信托及个人信托目前dependent变量是motivation and薄弱,performance。结果表明,学术自信与动机以及感知绩效之间存在正相关关系。was The same因此一个人学习trust in期盼to motivation and薄弱,performance。这意味着信任和学生在课堂上的整体表现之间存在着重要的积极关系。我们对未来研究的研究的影响推动了这样一种观点:信任必须从不同的角度来看待,它是教学技能的一个隐含部分。
Does professor-student trust improve motivation and perceived performance?
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.