Influence of Teaching Styles on the Learning Academic Confidence of Teachers in Training

Gallegos, Antonio Granero; Escaravajal, Juan Carlos; López-García, Ginés David; Baños, Raúl

doi:10.3390/jintelligence10030071

Cited by 8 publications

(10 citation statements)

References 72 publications

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“…Recent advances in the educational field have tried to examine how socio-contextual classroom environments (i.e., the social-psychological environment) affect motivational processes, as well as the role the teacher trainer might adopt in the initial teacher training context [11][12][13][14]. In this sense, following self-determination theory (SDT) [15], various interpersonal teaching styles are recognised (e.g., autonomy support and controlling style) in the teaching intervention.…”

Section: Of 14mentioning

confidence: 99%

“…Previous research [33] has operationalized academic engagement across different dimensions: vigour, dedication, and absorption. Specifically, research in the teacher training context has shown the importance of academic engagement both as a consequence of socio-contextual classroom environments [14] and as a mediator between educational outcomes [13]. Although the use of academic engagement as an antecedent of future behaviours has been evidenced [34], few studies have evaluated its possible positive influence on behavioural intention (i.e., the intention to be a teacher) [35] despite its relevance in the teacher training context [8,10,36].…”

Section: Academic Engagementmentioning

confidence: 99%

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Detrimental Effects of Disempowering Climates on Teaching Intention in (Physical Education) Initial Teacher Education

López-García

Gallegos

Poyatos

et al. 2023

IJERPH

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Previous research has looked at the positive consequences generated by teacher-generated climates on the motivational experiences of pre-service teachers. However, there is scant research focusing on the adverse motivational consequences that affect the perceptions of future teachers during the training process. The objective of this study was to explore the dark side of Duda’s multidimensional conceptualization, its influence on academic engagement, and the intention of pre-service teachers to be educators. A total of 1,410 university students in initial teacher training (including physical education pre-service teachers) (59.6% women; 40.3% men; 0.1% other; Mage = 23.85; SD = 5.13) participated. The following scales were used: disempowering motivational climate, frustration of basic psychological needs, academic motivation, academic engagement, and the intention to choose teaching. The results of the structural equation model with latent variables show the positive prediction of the disempowering climate on the dark side and its negative influence on the intention to be a teacher. Controlled motivation preceded by academic engagement significantly mediates the relationship between a disempowering climate and the intention to be a teacher, increasing the total effect on the latter variable. Therefore, this research highlights for both teachers and researchers the impact of a disempowering motivational style, as well as its influence on the dark side as a negative promoter in trainee teachers regarding their intention to become teachers.

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Section: Of 14mentioning

confidence: 99%

Section: Academic Engagementmentioning

confidence: 99%

Detrimental Effects of Disempowering Climates on Teaching Intention in (Physical Education) Initial Teacher Education

López-García

Gallegos

Poyatos

et al. 2023

IJERPH

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“…Research on 637 Spanish students reported a direct relationship between academic engagement and study satisfaction (Froment et al, 2023). Additionally, academic engagement is directly linked to the quality of university education (Granero-Gallegos et al, 2022) and positively associated with study satisfaction (Hensley et al, 2021;Arredondo-Salas et al, 2022). Furthermore, research confirms that dimensions of academic engagement enhance academic performance and satisfaction with studies (López-Aguilar et al, 2021).…”

Section: Mamanimentioning

confidence: 88%

“…Teaching style is another relevant factor. Styles that promote autonomy are positively related to students' academic confidence, while more controlling styles have a negative impact (Granero-Gallegos et al, 2022). Additionally, academic engagement, which involves active participation and interest in learning, is fundamental for student satisfaction (Hensley et al, 2021;Arredondo-Salas et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Emotional fatigue, academic engagement, and satisfaction with studies during the return to post-pandemic university attendance

Mamani-Benito,

Esteban,

Huayta-Meza

et al. 2024

Front. Educ.

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IntroductionThe COVID-19 pandemic has significantly transformed various sectors, including higher education, exposing structural weaknesses and fostering the adoption of innovative teaching methods. This situation has created the need to understand how these changes have affected the academic satisfaction, academic engagement, and mental well-being of university students during the return to in-person education at universities.MethodsIn this explanatory study, 1,321 Peruvian university students (52.1% women) aged between 18 and 35 years old (M = 20.16, SD = 3.04) participated. Participants were selected through a non-probabilistic convenience sampling method, recruited from the 3 regions of Peru (88.7% from the highlands, 76.2% from private universities), from faculties such as business sciences, humanities and education, engineering, and health sciences. Data were collected using the Emotional Exhaustion Scale (EES), the Brief Scale of Satisfaction with Studies (BSSS), and the Academic Engagement Scale (UWES S9).ResultsThe model relating the study variables showed an adequate fit: χ2(4) = 31.5, p < 0.001, CFI = 0.986, RMSEA = 0.072, SRMR = 0.017. The hypotheses were supported, showing the effect on satisfaction with studies both from emotional exhaustion, β = −0.11, p < 0.001, and from academic engagement, β = 0.61, p < 0.001. Additionally, a 43% variance was explained in satisfaction with studies.ConclusionThis study evidence that, in the post-pandemic context, emotional exhaustion is a negative predictor of academic satisfaction, while academic engagement is positively associated with it. These findings suggest the need for educational strategies that mitigate emotional exhaustion and promote academic engagement to improve student satisfaction and well-being in the new educational normality.

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“…Ganero-Gallegos et.al. (2022) [3] analyzed the meditation of academic engagement and the satisfaction of basic needs between teaching styles and academic confidence amongst teachers during initial training. A sample of 920 university students in initial training participated.…”

Section: Research Effort In This Areasmentioning

confidence: 99%

Untitled

2023

Int. J. Appl. Res.

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The investigator examined the teaching styles of government and private secondary school teachers of Odisha. The study was conducted on a sample of 128 teachers from Balasore district. Teaching Styles Questionnaire (TSQ) developed and standardized by the investigator was used for the collection of data. Findings indicated that; the government secondary school teachers of Balasore in particular have distinct styles of teaching. The researcher compared the teaching styles of government and private, rural and urban secondary school teachers. It was found that there exist significant differences in government and private & urban and rural secondary school teachers. Implications for the teachers, administrators, policy -makers, were also reported by suggesting organization of different programs like seminar, webinar, workshop, orientation program etc. at school, college and university level and the provisions like good salary, healthy working conditions, ideal class size, and promotion of the teachers effect on their notable teaching styles.

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Influence of Teaching Styles on the Learning Academic Confidence of Teachers in Training

Cited by 8 publications

References 72 publications

Detrimental Effects of Disempowering Climates on Teaching Intention in (Physical Education) Initial Teacher Education

Detrimental Effects of Disempowering Climates on Teaching Intention in (Physical Education) Initial Teacher Education

Emotional fatigue, academic engagement, and satisfaction with studies during the return to post-pandemic university attendance

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