Javier Sánchez-Rosas, Paula Belén Takaya, A. Molinari
{"title":"教师行为、动机和情绪对课堂学术社会参与的预测作用","authors":"Javier Sánchez-Rosas, Paula Belén Takaya, A. Molinari","doi":"10.16925/pe.v12i19.1327","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":53843,"journal":{"name":"Pensando Psicologia","volume":null,"pages":null},"PeriodicalIF":0.2000,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"10","resultStr":"{\"title\":\"The Role of Teacher Behavior , Motivation and Emotion in Predicting Academic Social Participation in Class\",\"authors\":\"Javier Sánchez-Rosas, Paula Belén Takaya, A. Molinari\",\"doi\":\"10.16925/pe.v12i19.1327\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":53843,\"journal\":{\"name\":\"Pensando Psicologia\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.2000,\"publicationDate\":\"2016-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"10\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Pensando Psicologia\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.16925/pe.v12i19.1327\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"PSYCHOLOGY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Pensando Psicologia","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.16925/pe.v12i19.1327","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
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.