A Relação Professor-Aluno de uma Perspectiva Gramsciana

Silveira, Rene Trentin

doi:10.1590/2175-623664512

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2021

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Cited by 4 publications

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“…Likewise, the way to show both the contents and the assessment results may stand for a big influence in the student's motivation. (Silveira, 2018;Zhuang, Feng, and Liao, 2017). It means, the student's motivation could be enhanced by little changes made by the teacher in the educative environment, as long as the special features were attended (Engelschalk et al, 2016;Orsini et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Teacher and student relationship is not just determined by needs satisfaction of the student, but emotional level is present too in order to achieve the student success (Sulkowski & Simmons, 2018). This positive relation is mainly determined by teacher propinquity, open communication and social support (Drugli, 2013), although assessing their knowledge and creating free expression environments is needed too (Silveira, 2018). When students perceive social support by teachers, emerge a reciprocate feeling that leads a higher implication and respect for the rules of the lecture (Chiu & Chow, 2011;Longobardi, Prino, Marengo, & Settanni, 2016).…”

Section: Introductionmentioning

confidence: 99%

Social support by teacher and motivational profile of Higher Education students

Moreno-Murcia¹,

Corbí²

2021

PSYE

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Currently, educational trends show how cognitive and affective-motivational integration are presented as key factors in the students' learning process. Therefore, the social support that students receive from teachers can play an important role in motivation towards learning, developing intrinsic motivations which favor their commitment. This study presents the validation of a measuring instrument into Spanish context about how the university students perceive the teacher social support and how it relates to motivational profiles. The sample had 396 university students (305 men and 91 women), 22.87 years average age, to whom social support and academic motivation were measured. After the analyses, The Interpersonal Behavior Scale showed adequate psychometric measures. Three motivational profiles were found. The data showed that students with a high self-determined profile present higher values in social support than those with a less self-determined profile. It is expected these results support the evidence to train motivating teachers related to a positive impact on the students' learning process.

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A Relação Professor-Aluno de uma Perspectiva Gramsciana

Cited by 4 publications

References 2 publications

Social support by teacher and motivational profile of Higher Education students

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