Academic Engagement and Disaffection in Social Work Undergraduates From Spain: The Role of Teaching Styles and Student Motivation

Lombardero Posada, Xoán; Murcia Álvarez, Evelia; Aguiar Fernández, Francisco X.; Méndez Fernández, Ana B.; González Fernández, Antonio

doi:10.1080/10437797.2023.2248225

Cited by 2 publications

References 81 publications

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Motivating and demotivating teaching styles: A comparison among planned, adopted, and perceived

Wang,

Meng,

Xing

et al. 2024

Soc Psychol Educ

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Grounded in Self-Determination Theory (SDT), this study aimed at comparing autonomy-supportive (e.g., the teacher allows students to choose a project they are interested in from several options), structuring (e.g., the teacher breaks down problem-solving steps into manageable parts to help students understand), controlling (e.g., the teacher strictly enforces classroom rules and punishes non-compliance), and chaotic (e.g., despite some students being disruptive in class, the teacher does not intervene) planned, adopted, and student-perceived (de)motivating teaching styles. A mixed method was adopted by involving 20 secondary school teachers and their 38 students in focus group interviews and in filling in a measure of (de)motivating teaching styles. While the questionnaire data did not reveal significant differences, the focus group interviews uncovered noteworthy distinctions. The data from focus group interviews with teachers and students revealed that the proportion of teachers adopting a controlling teaching style is higher than those who had initially planned to use this style. Simultaneously, the proportion of teachers adopting a controlling style is lower than the proportion of students perceiving this style. Thematic analysis of data gathered from focus group interviews with teachers identified five main themes influencing teachers’ adoption of teaching styles: “teacher factors”, “school factors”, “student factors”, “management and relationships”, and “teaching methods and design”. Overall, this study provides a more comprehensive understanding of (de)motivating teaching styles in China. Educational implications are discussed.

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Motivating and demotivating teaching styles: A comparison among planned, adopted, and perceived

Wang,

Meng,

Xing

et al. 2024

Soc Psychol Educ

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Design of Immersive Gamified Ecosystems

López-Bouzas,

Fernández,

Pérez

2024

Navigating Innovative Technologies and Intelligent Systems in Modern Education

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This study arises from an innovation in initial teacher education aimed at designing immersive gamified ecosystems (IGEs), instructional resources where gamification converges with the use of augmented reality and artificial intelligence. The objectives are: a) to analyse university students' opinions on the generated motivation, ease of elaboration, group work, educational value, and future intention of application; b) to identify the level of acceptance of the methodology; and c) to analyse the mediation effect between the different variables. The research is empirical, non-experimental, descriptive, and inferential. A questionnaire adapted from the TAM model was used. The results demonstrate that the level of acceptance of the methodology is very high and is related to high motivation, ease of elaboration, contributions of group work, the educational value assigned to IGE, and the intention to apply it. Finally, this methodology proves suitable for teacher training by confirming its formative potential and increasing the intention to implement IGEs in their classrooms.

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Academic Engagement and Disaffection in Social Work Undergraduates From Spain: The Role of Teaching Styles and Student Motivation

Cited by 2 publications

References 81 publications

Motivating and demotivating teaching styles: A comparison among planned, adopted, and perceived

Motivating and demotivating teaching styles: A comparison among planned, adopted, and perceived

Design of Immersive Gamified Ecosystems

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