The Role of Teacher Behavior, Motivation and Emotion in Predicting Academic Social Participation in Class

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.

A Spanish Version of the Achievement Task Value Scale for University Students: Internal, Convergent, and Criterion Validity and Reliability in Argentinian Students

“…So when students perceive tasks as useful to improving their knowledge, when they perceive them as interesting or enjoyable, even if they make a positive evaluation of the sacrifice required by the tasks, enjoyment increases, as well as adoption of approach mastery goals and focusing of attention. These results are in line with those of other studies that explored the relationship between task value and enjoyment (Pekrun et al, 2011;Sánchez-Rosas et al, 2016b), approach mastery goals (Liem et al, 2008) and attention (Pekrun et al, 2010;Sánchez-Rosas et al, 2016a). It should be noted that the magnitude of attention relationships with the three task value scales was low, and that these three scales did not demonstrate correlations with academic performance.…”

“…To this end, correlations among variables were calculated using Pearson's r coefficient. As evidenced by some studies, enjoyment (Pekrun et al, 2011;Sánchez-Rosas et al, 2016b) …”

“…That is, if a student perceives that a task is important or interesting, he will feel enjoyment during it. The results of some studies (Pekrun, Goetz, Frenzel, Barchfeld, & Perry, 2011;Sánchez-Rosas et al, 2016b) show that task value correlates positively with enjoyment in class.…”

“…This also occurs in empirical research analyzing relationships between task value and other constructs such as motivation, emotions, instruction, coping and learning strategies, cognitive resources, engagement, or academic performance (Acee & Weinstein, 2010;Jones, Johnson, & Campbell, 2015;Sánchez-Rosas, 2015a, 2015bSánchez-Rosas & Bedis, 2015;Sán-chez-Rosas & Esquivel, 2016;Sánchez-Rosas & Pérez, 2015;Sánchez-Rosas, Takaya, & Molinari, 2016b). Furthermore, studies do not usually include instruments using all of the task value components (Durick, Hulleman, & Harackiewicz, 2014;McCoach & Siegle, 2002;Rozek et al, 2014).…”

Influence of study satisfaction on academic procrastination in psychology students: a preliminary study

“…Sin embargo, en el presente estudio no fue incluida información sobre la influencia de los pares y algunas otras variables contextuales potencialmente importantes, como la asignatura (Dominguez-Lara, Calderón-De la Cruz, Alarcón-Parco, & Navarro-Loli, en prensa), que podría mediar la percepción de dificultad y, por ende, del esfuerzo desplegado por el estudiante, ya que incluso si en la mayoría de asignaturas el estudiante mantiene una conducta organizada, aquellas percibidas como más difíciles pueden promover en algunos estudiantes miedo o aversión y, finalmente, postergar sus actividades o no organizarse apropiadamente. Tampoco se consideró la conducta del docente (Sánchez-Rosas, Takaya, & Molinari, 2016), cuyo estilo podría orientar implícitamente al grupo con conductas de exigencia o de permisividad que afecten las expectativas del estudiante, su motivación, así como su conducta al interior de la asignatura. Asimismo, las dimensiones de personalidad parecen ser importantes al momento de guiar la conducta académica, como la responsabilidad desde el enfoque de los cinco grandes (Lai et al, 2015;Steel & Klingsieck, 2016;van Eerde, 2003).…”