Lecturer Competence from the Perspective of Undergraduate Psychology Students: A Qualitative Pilot Study

Battista, Silvia Di; Pivetti, Monica; Melotti, Giannino; Berti, Chiara

doi:10.3390/educsci12020139

Cited by 10 publications

(7 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Table 2 highlights in particular the expertise and professionalism; decency, honesty, and courtesy; justice and objectivity; friendliness and willingness to help; and last but not least, empathy and humanity. Although results of Di Battista et al [78] are in an accordance with those ones obtained from Czech and Slovak respondents, the following competences are an exception: well-read, captivating, and meticulous, and were not rated as significant by our respondents. More specifically, the study of Di Battista et al [78], sampling 122 Italian undergraduate psychology students, was aimed at collecting free associations on "a competent lecturer" (p. 5).…”

Section: Discussionsupporting

confidence: 85%

“…According to Lopes et al [77], the skills or competences of communication, collaboration, and partnership building, together with the values of integrity, honesty, efficiency, and effectiveness, are the most frequently pointed out attributes in the public sector. Understanding what students mean by the lecturer's competence can be crucial in order to recognise indicators with which to assess these competences, improve the quality of university teaching, and support lecturers in undertaking their role appropriately [78]. In principle, the effectiveness of learning is the level of teachers' success in facilitating their students' growth in the psychomotor, cognitive, and affective domains to achieve optimal results, with measurement indicators in the form of (1) teacher characteristics; (2) learning preparation;…”

Section: Competences Of a Great University Teachermentioning

confidence: 99%

See 1 more Smart Citation

Values, Competences and Sustainability in Public Security and IT Higher Education

2022

View full text Add to dashboard Cite

Values find their full completion only in the competent behaviour of university members. The values of a university are directly linked with the competences of university teachers and, together with the principles of sustainability, are the crucial pillars of a ‘sustainability triangle’ of higher education institutions that is introduced and modelled in this paper, which examines these phenomena and the potential ties existing between them. We experimentally define the 10 principles of sustainability in higher education based on the personal academic experience of the authors as well the most frequently cited opinions in the literature. The paper subsequently presents the results of a sociological survey performed in two European countries and compares the results of Czech university students in the public security sector (n = 396) with those of Slovak university students in the IT sector (n = 246). An almost perfect correlation between student opinions from both sectors was confirmed with the use of Pearson’s product moments and an unpaired two-sample Student’s t-test. The results help to affirm all the postulated principles of sustainability and to approve the accuracy of the model presented, i.e., a Triangle of/for Sustainable Higher Education Institutions. The results obtained as well as our arguments simultaneously call on the governing bodies of ministries and universities to focus efforts on the harmonisation of personal and institutional values, opinions, principles, aspirations, and various motivations of all members of the university, i.e., students, teachers, and advisers.

show abstract

Section: Discussionsupporting

confidence: 85%

Section: Competences Of a Great University Teachermentioning

confidence: 99%

Values, Competences and Sustainability in Public Security and IT Higher Education

2022

View full text Add to dashboard Cite

show abstract

“…Loneliness is a common problem faced by primary school students. The data show that the situation of loneliness among primary school students in China is severe at present, and one in ten primary school students has serious loneliness [3]; One-third of pupils always, often, or occasionally feel lonely. At present, there are many one-child families in China, and parents spend less time with their children because of their work.…”

Section: Introductionmentioning

confidence: 94%

The Relationship between Friendship Quality and Loneliness of Primary School Students Based on Meta-Analysis and the Analysis of Intervention Measures

Chen¹

2023

International Journal of Mental Health Promotion

View full text Add to dashboard Cite

The relationship between friendship quality and loneliness belongs to an important aspect of peer relationships and plays an important role in the individual growth of primary school students. Loneliness will seriously affect the mental health level of primary school students, and good friendship quality can effectively alleviate loneliness and promote the development of students' mental health. Therefore, the relationship between friendship quality and loneliness of primary school students based on meta-analysis and the analysis of intervention measures are proposed. This paper discusses the relationship between the quality of friendship and loneliness of primary school students through meta-analysis and uses intervention on the quality of friendship of primary school students to determine whether it can effectively improve the quality of friendship of students, so as to reduce loneliness. Build a participant interaction model in education, analyze the dialectical correlation between the education subject and object from the aspects of strong cooperative interaction, weak cooperative interaction and non-cooperative interaction, complete the research on the relationship between the friendship quality and loneliness of primary school students, and propose intervention measures. The experimental results show that from the perspective of men and women, the risk of abnormal mood fluctuation in boys is significantly higher than that of girls. The method in this paper has significant advantages in the accuracy of intervention risk assessment, with the shortest average time consumption, and can significantly improve the efficiency of intervention risk assessment.

show abstract

“…Dentro de las responsabilidades que se asignan a los formadores (Cáceres et al, 2021), destacan un conjunto de procesos asociados a la enseñanza y el aprendizaje de los estudiantes a los que se suman aspectos que configuran a un "buen profesor". Entre estos destacan que sea una persona comprensiva, empática, puntual, inteligente, amable así como también claro, organizado y motivador (Di Battista et al, 2022;Vásquez et al, 2021). Este último aspecto es clave en el contexto de este estudio y nos permite analizar la pregunta de a quién le corresponde la responsabilidad de motivar en el contexto de la Educación Superior.…”

Section: Responsabilidad De La Motivaciónunclassified

Prácticas docentes motivadoras en la enseñanza superior: el caso de los programas de salud y pedagogía

Valenzuela

Muñoz²,

Ossandón³

et al. 2022

REIFOP

View full text Add to dashboard Cite

The present study analyzes the motivational practices reported by academics in education and health programs. Faculty members from both areas of knowledge (n= 392 ) answered a questionnaire about their usual procedures to develop learning motivation in university students in both face-to-face and online education contexts. The results show that more than half of these practices correspond to didactic and not motivational strategies. In turn, the types of motivational practices prevalent in both groups are similar (empathy, importance, amusement). Although the lack of mention of practices associated with rewards and punishments stands out, the low mention of motivational practices related to promoting autonomy and self-determination, the value of usefulness, and the classroom climate, are notorious. It is also noted that practices in the online format are significantly reduced in health teachers and increased in education teachers. Finally, after discussing the results, it is possible to conclude the need and the challenge of better motivational training for university teachers in education and health. El presente estudio analiza las prácticas motivacionales reportadas por los académicos de programas de educación y salud. Profesores de ambas áreas de conocimiento (n= 392) respondieron a un cuestionario sobre sus procedimientos habituales para desarrollar la motivación para el aprendizaje en estudiantes universitarios, tanto en contextos de educación presencial como online. Los resultados muestran que más de la mitad de estas prácticas corresponden a estrategias didácticas y no motivacionales. A su vez, los tipos de prácticas motivacionales que prevalecen en ambos grupos son similares (empatía, importancia, amenización). Si bien se destaca la falta de mención de prácticas asociadas a premios y castigos, es notoria la baja mención de prácticas motivacionales relacionadas con la promoción de la autonomía y la autodeterminación, el valor de la utilidad y el clima del aula. También se observa que las prácticas en el formato online se reducen significativamente en los profesores de salud y aumenta en los de educación. Finalmente, tras la discusión de los resultados, se puede concluir la necesidad y el desafío de una mejor formación motivacional en los docentes universitarios tanto en educación como en el área de la salud.

show abstract

Lecturer Competence from the Perspective of Undergraduate Psychology Students: A Qualitative Pilot Study

Cited by 10 publications

References 41 publications

Values, Competences and Sustainability in Public Security and IT Higher Education

Values, Competences and Sustainability in Public Security and IT Higher Education

The Relationship between Friendship Quality and Loneliness of Primary School Students Based on Meta-Analysis and the Analysis of Intervention Measures

Prácticas docentes motivadoras en la enseñanza superior: el caso de los programas de salud y pedagogía

Contact Info

Product

Resources

About