El objetivo del estudio consistió en adaptar y validar al español la Escala de Credibilidad (McCroskey & Teven, 1999) para medir la credibilidad de los profesores universitarios. Los participantes fueron 352 estudiantes de la Universidad de Sevilla pertenecientes a diversas titulaciones del área de las Ciencias Sociales. El análisis factorial exploratorio generó un modelo de tres factores alternativo al original. No obstante, tanto el modelo alternativo como el modelo original presentaron una adecuada consistencia interna no sólo en la escala global sino también en las tres subescalas; buenos índices de bondad de ajuste como confirmó el análisis factorial confirmatorio, apoyando así la estructura factorial de tres factores; invarianza por sexo y evidencia de validez concurrente con la motivación académica. Se concluye que el modelo original así como el modelo alternativo de la Escala de Credibilidad son instrumentos válidos y fiables para medir la credibilidad de los docentes universitarios.
In recent years instructor credibility has been considered one of the most significant variables in the teacher-student communication, constituting a fundamental element in the teaching-learning process. Research on instructor credibility has mainly focused on analyzing the variables that affect instructor credibility and their impact on the teaching-learning process. Thus, the purpose of this study was to establish the state of the art of teacher credibility through a review of the existing literature, establishing the variables that affect it and determining its impact on the teaching-learning process. A bibliographic search was carried out in Web of Science, Scopus, PsycINFO and ERIC databases, selecting for the review a total of 64 scientific articles, published between 1980 and 2018, that fulfilled the established inclusion criteria. After the analysis of the studies included in the review, in relation to the variables that affect teacher credibility, 8 categories were identified while, with regard to the impact of teacher credibility on the teaching-learning processes, 5 categories were identified, including in each of them the main contributions of the studies included in the analysis. Based on the obtained results, the influence of teachers' behaviors on students' evaluations and on the teaching-learning process is highlighted, which indicates the need for teachers to have positive behaviors to be perceived by students as credible people and, therefore, to positively affect the teaching-learning process.
El propósito del presente estudio es investigar acerca de la relación existente entre la Autoestima manifestada por personas mayores de 65 años y la realización de actividad física. El autoconcepto y la Autoestima aparecen como componentes psicológicos fundamentales de la calidad de vida durante la adultez mayor y del bienestar personal. La Autoestima ha sido propuesta como un área de intervención para mejorar la calidad de vida en la población mayor. La muestra la componen 184 personas mayores, de las que 92 realizan actividad física frecuentemente y otras 92 desarrollan un estilo de vida sedentario. Se aplicó el cuestionario de Autoestima personal de Rosenberg. Los resultados muestran diferentes niveles de Autoestima entre los mayores que realizan actividad física y los que no, siendo significativamente más alta en los primeros. Estudios con objetivos similares demuestran y apoyan la comprobación de la hipótesis de partida que establece la relación positiva entre la Autoestima y la realización de actividad física. Abstract. The purpose of this study is to investigate the relationship between self-esteem perceived by people over 65 and practicing of physical activity. Self-concept and self-esteem emerge as fundamental psychological components of quality of life in elderly and for personal well-being. Self-esteem has been proposed as an area of intervention to improve quality of life in senior citizens. The sample consisted of 184 elderly people, 92 of which often practiced physical activity, whereas the other 92 carried out a sedentary lifestyle. Rosenberg´s Personal Self-esteem questionnaire was applied. Results show different levels of self-esteem between elderly people who practice physical activity and those who do not, being significantly higher in the formers. Studies with similar goals support and corroborate the initial hypothesis that establishes a positive relationship between self-esteem and practicing physical activity.
This paper aimed to analyse the perceptions of university students in relation to the credibility of university instructors according to the tweets posted on their Twitter profiles and the academic motivation that these can generate. Thus, students' perceptions of teacher credibility are affected by what instructors post on their social media profiles. The participants in the study were 166 students from the Faculty of Education Sciences at the University of Seville, carried out using a quasi-experimental methodology for which three Twitter profiles for a university professor were created with professional, social and mixed content. For the analysis of the results, normality and homoscedasticity tests were carried out on the sample to decide which statistical tests to use. The most salient results indicated that students perceived the professional profile as more competent, more caring, and more trustworthy, followed by the mixed profile and, lastly, by the social profile. Positive correlations were also found between students who perceived the university professor as reflected in the professional profile as credible in their academic motivation. The findings and their practical implications for instructors are discussed in terms of how they can incorporate Twitter into their teaching, considering the needs of their students to enhance their learning. El presente trabajo pretendió analizar las percepciones del alumnado universitario en relación con la credibilidad del profesorado universitario según los tweets publicados en sus perfiles de Twitter y con la motivación académica que estos pueden generar. Así, las percepciones de los estudiantes sobre la credibilidad de los docentes se ven afectadas por lo que estos publican en sus perfiles de redes sociales. Los participantes del estudio fueron 166 estudiantes de la Facultad de Ciencias de la Educación de la Universidad de Sevilla, llevándose a cabo mediante metodología cuasiexperimental para lo que se crearon tres cuentas de Twitter de una profesora universitaria con contenido profesional, social y mixto. Para el análisis de resultados se ejecutaron pruebas de normalidad y homoscedasticidad de la muestra para decidir las pruebas estadísticas a emplear. Los resultados más destacados indicaron que los estudiantes percibieron como más competentes, con mejor voluntad y más confiables los perfiles profesionales, seguidos de los perfiles mixtos y, en último lugar, de los perfiles sociales. Asimismo, se encontraron correlaciones positivas entre los estudiantes que percibieron a la profesora universitaria del perfil profesional como creíble y su motivación académica. Se discutieron los hallazgos logrados y sus implicaciones prácticas para los docentes en cuanto que pueden incorporar Twitter en su docencia, considerando las necesidades de sus estudiantes para potenciar su aprendizaje.
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