The prediction of teacher credibility on student motivation: Academic engagement and satisfaction as mediating variables

Froment, Facundo; Gutiérrez, Manuel Rafael de Besa

doi:10.1016/j.psicoe.2022.05.001

Cited by 12 publications

(5 citation statements)

References 42 publications

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“…The analysis of the results of the mixed variance analysis test in this research indicated the effectiveness of the educational program based on academic engagement on increasing the academic satisfaction of the students in the post-test and follow-up stages, which is consistent with the results of the research by Bayramnejad et al (20), Gray & DiLoreto (21) and Froment & de-Besa Gutiérrez (22), but no research based on educational program based on academic engagement and its effectiveness on academic satisfaction was found. However, in re-checking the research background, indirectly but logically, the effect of educational program based on academic engagement on academic satisfaction was deduced.…”

Section: Discussionsupporting

confidence: 90%

Investigating the Effectiveness of Educational Program Based on Academic Engagement Derived from the Model on Students' Academic Satisfaction

Babajani

Erfani

Yarahamdi

et al. 2023

J Clin Res Paramed Sci

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Background: Academic engagement is one of the important educational issues that can affect the academic satisfaction of students to maintain their motivation and will to continue their studies. Objectives: The objective of this research was to determine the effectiveness of the educational program developed based on the model derived from the research on students' academic satisfaction. Methods: This applied research was a pre-test, post-test and follow-up with a control group. The statistical population consisted of all female students of the second year of high school in Sanandaj, who were studying in the academic year of 2022-2023. Using the random sampling method, 40 students whose academic satisfaction scores were low were selected and replaced randomly in two groups of 20 people, experimental and control. The experimental group was taught ten 90-minute sessions of the program based on academic engagement. The members of both groups completed the academic satisfaction questionnaire of Lent et al. The data were also analyzed by mixed variance analysis method in SPSS-25. Results: The results indicated that the average academic satisfaction scores in the experimental group compared to the control group increased significantly in the post-test and follow-up phase. Conclusions: The educational program based on academic engagement has been effective on students' academic satisfaction.

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Section: Discussionsupporting

confidence: 90%

Investigating the Effectiveness of Educational Program Based on Academic Engagement Derived from the Model on Students' Academic Satisfaction

Babajani

Erfani

Yarahamdi

et al. 2023

J Clin Res Paramed Sci

View full text Add to dashboard Cite

show abstract

“…Notably, the significantly greater mediation effect of students’ intrinsic motivation highlights its predominant role in driving OLE. Our findings resonate with Froment and Gutiérrez’s (2022) emphasis on the multifaceted nature of academic motivation and its impact on students’ engagement in various learning environments.…”

Section: Discussionsupporting

confidence: 81%

Understanding the Role of Teacher-Student Relationships in Students’ Online Learning Engagement: Mediating Role of Academic Motivation

Akram,

2024

Percept Mot Skills

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Strengthening online learning outcomes requires the establishment of strong student-teacher relationships to engage students actively in learning activities. Teacher-student relationships are also pivotal factors for enhancing academic motivation for online learning engagement. Generally, however, research on online teaching remains underdeveloped. We aimed, in this study, to investigate the complex interplay in higher education in Pakistan between teacher-student relationships, academic motivation, and online learning engagement. We used Self-Determination Theory to frame an exploration of the impact of positive teacher-student relationships as mediated by intrinsic or extrinsic academic motivation on students’ engagement in online learning activities. We administered a student self-report questionnaire to 437 participants from diverse universities in Sindh province. Using Structural Equation Modeling, we confirmed a model fit in which there were positive correlations between teacher-student relationships and students’ online learning engagement; and between students’ intrinsic and extrinsic academic motivations and their on line learning engagement. Our findings emphasized the need for communication, personalized support, and a sense of belonging in virtual education. Moreover, our findings revealed the mediating role of students’ intrinsic and extrinsic academic motivation in teacher-student relationships, highlighting the nuanced dynamics of academic motivation in the virtual learning environment, with intrinsic motivation having the greatest mediating impact in the relationship between teacher-student relationships and on line learning engagement. Our study’s practical implications include a need for professional educators to foster positive teacher-student relationships and integrate student motivational elements into online course design.

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“…This mediation effect highlights the complexity of the relationship between OLE and performance, demonstrating that it operates through multiple pathways (Nashaat et al 2021). This insight underscores the importance of not only fostering active engagement in distance learning but also ensuring that students are satisfied with their remote educational experiences, as both factors play a role in determining their academic success (Froment and Gutiérrez 2022;Tan et al 2022).…”

Section: Discussionmentioning

confidence: 78%

Adapting to Change: Investigating the Influence of Distance Learning on Performance in Italian Conservatories

Giffi,

Fantinelli,

Galanti

2023

Social Sciences

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During the COVID-19 pandemic, the sudden switch from face-to-face learning to distance learning generated many critical issues in music institutes. Specifically, conservatories found themselves using a didactic methodology that had never been considered before to ensure the continuation of students’ education. In particular, the adoption of distance learning has had a greater impact on those classes characterized by a significant practical–experiential component. This study aims to investigate the phenomenon of distance learning in Italian conservatories to explore how this experience affects students’ performance through their satisfaction with distance learning. A cross-sectional study was conducted on 328 students of 41 Italian conservatories, using an online self-report questionnaire to investigate conservatory students’ experience of distance learning and its impact on performance. To test the hypotheses, a mediation model was tested using SPSS version 26. The results show that the positive experience of distance learning has a positive impact on perceived performance and that satisfaction with distance learning, as a mediator role, further reinforces this relationship. This study is the first known one to explore the relationship between the experience of distance learning and student performance in the context of conservatories and music teaching.

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The prediction of teacher credibility on student motivation: Academic engagement and satisfaction as mediating variables

Cited by 12 publications

References 42 publications

Investigating the Effectiveness of Educational Program Based on Academic Engagement Derived from the Model on Students' Academic Satisfaction

Investigating the Effectiveness of Educational Program Based on Academic Engagement Derived from the Model on Students' Academic Satisfaction

Understanding the Role of Teacher-Student Relationships in Students’ Online Learning Engagement: Mediating Role of Academic Motivation

Adapting to Change: Investigating the Influence of Distance Learning on Performance in Italian Conservatories

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