O papel do comportamento do professor, da motivação e da emoção na predição da participação social acadêmica em aula

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.Introducción: la participación social académica aborda los comportamientos de participación estudiantil que implican interacciones sociales con compañeros y profesores. Objetivo: se analizó el papel del comportamiento percibido del profesor, el valor de la tarea, la autoeficacia académica, el disfrute y la vergüenza en clase en la predicción de la participación social académica. Método: los estudiantes de psicología de una importante universidad nacional completaron cuestionarios de autoinforme que evaluaban las variables del modelo. Se evaluó un modelo propuesto mediante el análisis de senderos. Resultados: el modelo mostró un buen ajuste a los datos, explicando el 31% de la varianza. Se detectaron influencias positivas del comportamiento percibido del profesor en el valor de la tarea (β = 0,42), la autoeficacia académica (β = 0,19) y el disfrute de la clase (β = 0,24); del valor de la tarea en el disfrute de la clase (β = 0,52); y del disfrute de la clase en la participación social académica (β = 0,44). La autoeficacia académica afectó negativamente la vergüenza en clase (β = -0,38), mientras que la vergüenza en clase (β = -0,44) y el valor de la tarea (β = -0,24) mostraron una influencia negativa en la participación social académica. Conclusión: se demostró la utilidad de modificar el comportamiento del profesor y la motivación como medio para afectar las emociones. El disfrute y la vergüenza en clase fueron los predictores más fuertes de la participación social académica. Se sugirió la importancia de las variables individuales en la moderación de la influencia contextual en la participación.Introdução: a participação social acadêmica aborda os comportamentos de participação estudantil que implicam interações sociais com companheiros e professores. Objetivo: analisou-se o papel do comportamento percebido do professor, o valor da tarefa, a autoeficácia acadêmica, o disfrutar e a vergonha em aula na predição da participação social acadêmica. Método: os estudantes de psicologia de uma importante universidade nacional preencheram questionários de autorrelato que avaliavam as variáveis do modelo. Avaliou-se um modelo proposto mediante a análise de trajetórias. Resultados: o modelo mostrou um bom ajuste aos dados, explicando 31% da variância. Detectaram-se influências positivas do comportamento percebido do professor no valor da tarefa (β = 0,42), a autoeficácia acadêmica (β = 0,19) e o desfrutar da aula (β = 0,24); do valor da tarefa no desfrutar da aula (β = 0,52) e do desfrutar da aula na participação social acadêmica (β = 0,44). A autoeficácia acadêmica afetou negativamente a vergonha em aula (β = -0,38), enquanto a vergonha em aula (β = -0,44) e o valor da tarefa (β = -0,24) mostraram uma influência negativa na participação social acadêmica. Conclusão: demonstrou-se a utilidade de modificar o comportamento do professor e a motivação como meio para afetar as emoções. O desfrutar da aula e a vergonha foram os preditores mais fortes da participação social acadêmica. Sugeriu-se a importância das variáveis individuais na moderação da influência contextual na participação

O papel do comportamento do professor, da motivação e da emoção na predição da participação social acadêmica em aula

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.Introducción: la participación social académica aborda los comportamientos de participación estudiantil que implican interacciones sociales con compañeros y profesores. Objetivo: se analizó el papel del comportamiento percibido del profesor, el valor de la tarea, la autoeficacia académica, el disfrute y la vergüenza en clase en la predicción de la participación social académica. Método: los estudiantes de psicología de una importante universidad nacional completaron cuestionarios de autoinforme que evaluaban las variables del modelo. Se evaluó un modelo propuesto mediante el análisis de senderos. Resultados: el modelo mostró un buen ajuste a los datos, explicando el 31% de la varianza. Se detectaron influencias positivas del comportamiento percibido del profesor en el valor de la tarea (β = 0,42), la autoeficacia académica (β = 0,19) y el disfrute de la clase (β = 0,24); del valor de la tarea en el disfrute de la clase (β = 0,52); y del disfrute de la clase en la participación social académica (β = 0,44). La autoeficacia académica afectó negativamente la vergüenza en clase (β = -0,38), mientras que la vergüenza en clase (β = -0,44) y el valor de la tarea (β = -0,24) mostraron una influencia negativa en la participación social académica. Conclusión: se demostró la utilidad de modificar el comportamiento del profesor y la motivación como medio para afectar las emociones. El disfrute y la vergüenza en clase fueron los predictores más fuertes de la participación social académica. Se sugirió la importancia de las variables individuales en la moderación de la influencia contextual en la participación.Introdução: a participação social acadêmica aborda os comportamentos de participação estudantil que implicam interações sociais com companheiros e professores. Objetivo: analisou-se o papel do comportamento percebido do professor, o valor da tarefa, a autoeficácia acadêmica, o disfrutar e a vergonha em aula na predição da participação social acadêmica. Método: os estudantes de psicologia de uma importante universidade nacional preencheram questionários de autorrelato que avaliavam as variáveis do modelo. Avaliou-se um modelo proposto mediante a análise de trajetórias. Resultados: o modelo mostrou um bom ajuste aos dados, explicando 31% da variância. Detectaram-se influências positivas do comportamento percebido do professor no valor da tarefa (β = 0,42), a autoeficácia acadêmica (β = 0,19) e o desfrutar da aula (β = 0,24); do valor da tarefa no desfrutar da aula (β = 0,52) e do desfrutar da aula na participação social acadêmica (β = 0,44). A autoeficácia acadêmica afetou negativamente a vergonha em aula (β = -0,38), enquanto a vergonha em aula (β = -0,44) e o valor da tarefa (β = -0,24) mostraram uma influência negativa na participação social acadêmica. Conclusão: demonstrou-se a utilidade de modificar o comportamento do professor e a motivação como meio para afetar as emoções. O desfrutar da aula e a vergonha foram os preditores mais fortes da participação social acadêmica. Sugeriu-se a importância das variáveis individuais na moderação da influência contextual na participação

O papel do comportamento do professor, da motivação e da emoção na predição da participação social acadêmica em aula

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.Introducción: la participación social académica aborda los comportamientos de participación estudiantil que implican interacciones sociales con compañeros y profesores. Objetivo: se analizó el papel del comportamiento percibido del profesor, el valor de la tarea, la autoeficacia académica, el disfrute y la vergüenza en clase en la predicción de la participación social académica. Método: los estudiantes de psicología de una importante universidad nacional completaron cuestionarios de autoinforme que evaluaban las variables del modelo. Se evaluó un modelo propuesto mediante el análisis de senderos. Resultados: el modelo mostró un buen ajuste a los datos, explicando el 31% de la varianza. Se detectaron influencias positivas del comportamiento percibido del profesor en el valor de la tarea (β = 0,42), la autoeficacia académica (β = 0,19) y el disfrute de la clase (β = 0,24); del valor de la tarea en el disfrute de la clase (β = 0,52); y del disfrute de la clase en la participación social académica (β = 0,44). La autoeficacia académica afectó negativamente la vergüenza en clase (β = -0,38), mientras que la vergüenza en clase (β = -0,44) y el valor de la tarea (β = -0,24) mostraron una influencia negativa en la participación social académica. Conclusión: se demostró la utilidad de modificar el comportamiento del profesor y la motivación como medio para afectar las emociones. El disfrute y la vergüenza en clase fueron los predictores más fuertes de la participación social académica. Se sugirió la importancia de las variables individuales en la moderación de la influencia contextual en la participación.Introdução: a participação social acadêmica aborda os comportamentos de participação estudantil que implicam interações sociais com companheiros e professores. Objetivo: analisou-se o papel do comportamento percebido do professor, o valor da tarefa, a autoeficácia acadêmica, o disfrutar e a vergonha em aula na predição da participação social acadêmica. Método: os estudantes de psicologia de uma importante universidade nacional preencheram questionários de autorrelato que avaliavam as variáveis do modelo. Avaliou-se um modelo proposto mediante a análise de trajetórias. Resultados: o modelo mostrou um bom ajuste aos dados, explicando 31% da variância. Detectaram-se influências positivas do comportamento percebido do professor no valor da tarefa (β = 0,42), a autoeficácia acadêmica (β = 0,19) e o desfrutar da aula (β = 0,24); do valor da tarefa no desfrutar da aula (β = 0,52) e do desfrutar da aula na participação social acadêmica (β = 0,44). A autoeficácia acadêmica afetou negativamente a vergonha em aula (β = -0,38), enquanto a vergonha em aula (β = -0,44) e o valor da tarefa (β = -0,24) mostraram uma influência negativa na participação social acadêmica. Conclusão: demonstrou-se a utilidade de modificar o comportamento do professor e a motivação como meio para afetar as emoções. O desfrutar da aula e a vergonha foram os preditores mais fortes da participação social acadêmica. Sugeriu-se a importância das variáveis individuais na moderação da influência contextual na participação

Attainable and Relevant Moral Exemplars Are More Effective than Extraordinary Exemplars in Promoting Voluntary Service Engagement

The present study aimed to develop effective moral educational interventions based on social psychology by using stories of moral exemplars. We tested whether motivation to engage in voluntary service as a form of moral behavior was better promoted by attainable and relevant exemplars or by unattainable and irrelevant exemplars. First, experiment 1, conducted in a lab, showed that stories of attainable exemplars more effectively promoted voluntary service activity engagement among undergraduate students compared with stories of unattainable exemplars and non-moral stories. Second, experiment 2, a middle school classroom-level experiment with a quasi-experimental design, demonstrated that peer exemplars, who are perceived to be attainable and relevant to students, better promoted service engagement compared with historic figures in moral education classes

Infusing social emotional learning into the teacher education curriculum

Research supports the importance of policies and interventions to infuse social emotional curricula in schools. The role of teachers in supporting young children’s social and emotional readiness for classroom learning has been recognized, but instruction in children’s well-being and social emotional competence is a low priority in teacher preparation programs. In this study we, used qualitative methods to examine whether we could successfully infuse an undergraduate curriculum and instructional course with social emotional learning content. The article reports on this effort, and considered the following questions: How can courses infused with SEL content impact prospective teachers’ views on the overall role of emotions in the classroom? What is the influence of the course on preservice teachers’ conceptions of SEL and its association with children’s classroom learning and behavior? How can teacher preparation programs encourage prospective teachers to consider children’s social emotional skills once they enter the classroom as teachers? At course end, the 15 enrolled students responded to predetermined questions as part of a self-reflection assignment. Using grounded theory methods, three themes were identified from participants’ reflections, including the connection between SEL and academic learning, shifting from teacher- to student-centered pedagogy, and the desire for continued learning related to SEL. An in-depth examination of these themes revealed that SEL concepts can be successfully infused in an undergraduate course on curriculum and instruction. Implications for teacher training are discussed and future avenues for research are presented.peer-reviewe

How can the blow of math difficulty on elementary school children’s motivational, cognitive, and affective experiences be dampened? : The critical role of autonomy-supportive instructions

Although teachers are recommended to create a stimulating learning environment in which children can use, perfect, and extend their skills, this is far from easy. In many cases, identifying the optimal difficulty level of learning tasks involves a trial-and-error process during which teachers offer children too difficult tasks, with negative outcomes as a result. This experimental study investigated if autonomy-supportive instructions could dampen or even cancel out these presumed negative outcomes associated with math difficulty in elementary schoolchildren (N = 479; M-age = 9.41). After varying an autonomy-supportive versus a controlling instructional style through a comic book, children solved a series of either easy-medium or difficult math exercises, followed by the completion of questionnaires and the opportunity to choose the difficulty level of a final set of exercises to work on independently. Children who solved difficult, relative to easier, exercises reported less interest, more irritation, and more cognitive disengagement, while also seeking less challenge when asked to work independently. Need-based experiences of competence and autonomy accounted for these effects. Yet, the impairing impact of task difficulty could, at least partially, be dampened through the use of an autonomy-supportive relative to a controlling instructional style, which led to enhanced autonomy satisfaction. These findings largely occurred independent of children's motives for mathematics. The results have high practical value, especially for poor performers and children with mathematical learning disabilities, who find math to be harder overall. Limitations and implications for practice are discussed. Educational Impact and Implications Statement : Autonomy-supportive instructions (e.g., inviting language, meaningful rationale) were found to dampen the impairing effects of too difficult math tasks on children's motivational, cognitive, and affective experiences. This is especially important for poor performers and children with mathematical learning disabilities, who find math to be harder overall. An autonomy-supportive environment and avoiding too hard learning material may stimulate children to accept new challenges, thereby possibly improving chances for later academic/job success

Dimensionen des Lehrerinteresses und ihre Beziehung zu beruflichem Erleben und zu Unterrichtspraktiken

This study introduced a new questionnaire on subject, didactic, and educational teacher interest and analyzed their relations to occupational well-being (burnout, enjoyment, flow) and instructional practices in a sample of 281 teachers from elementary and both low- and high-achievement secondary schools. Results of confirmatory factor analysis verified the three-dimensional structure of the newly developed interest measure. Evidence for the construct validity of the interest measure was provided by structural equation analyses showing that teachers’ occupational well-being and instructional practices were predicted by their interests, even when controlling for self-efficacy beliefs. Specifically, both didactic and educational interest contributed to lower levels of burnout and predicted beneficial instructional practices (e.g., cognitive stimulation). In addition, subject and educational interest were the main predictors of enjoyment and flow in class. (DIPF/Orig.)Es wird über die Entwicklung eines neuen Fragebogens zur Erfassung des fachlichen, didaktischen und erzieherischen Interesses von Lehrkräften berichtet. In einer Stichprobe von 281 Lehrkräften verschiedener Grund-, Haupt- und Gymnasialschulen wurden die Zusammenhänge der drei Interessendimensionen mit der beruflichen Erlebensqualität (Burnout, Vergnügen, Flow) und dem Instruktionsverhalten untersucht. Konfirmatorische Faktorenanalysen bestätigten die dreidimensionale Struktur des neuen Fragebogens. Belege für die Konstruktvalidität ergaben sich aufgrund von Strukturgleichungsanalysen, die zeigten, dass das Interesse Beiträge zur Vorhersage von beruflichem Erleben und Instruktionsverhalten leistet, auch wenn Selbstwirksamkeitsüberzeugungen kontrolliert wurden. Im Einzelnen gingen das didaktische und das erzieherische Interesse mit geringerem Burnout einher und erwiesen sich als Prädiktoren förderlichen Instruktionsverhaltens (z. B. kognitive Aktivierung). Darüber hinaus trugen das fachliche und das erzieherische Interesse zur Vorhersage von Vergnügen und Flow im Unterricht bei. (DIPF/Orig.

Developmental Trajectories of Motivation in Physical Education: Course, Demographic Differences and Antecedents

This study investigated changes in student motivation to participate in physical education and some determinants of these changes over a period of three years. Measures were taken twice a year, from the age of 13 until the age of 15 years, from a sample of Greek junior high school students. Multilevel modeling analyses showed significant decreases in task-involving teacher climate, relatedness, identified regulation, and intrinsic motivation. In contrast, there were significant increases in ego-involving climate and amotivation. For some of these variables the observed linear decreases or increases were somewhat reversed by the beginning of the last year of the junior high school. No significant changes were observed in competence need satisfaction and in extrinsic and introjected regulations. We found substantial between-student variability in the intercepts and growth trajectories of most variables and, therefore, we tested a number of theoretical and demographic predictors to partly account for such variations. The results indicated that increases in maladaptive motivation in physical education over time are not uniform across all students and may be partly tackled by facilitating competence need satisfaction. Keywords: Self-determination theory, changes in motivation, Greek students, psychological need satisfaction, motivational regulation

The Role of Social Goals in Students’ Academic Help Seeking and Help Giving Among Peers

This study examined the role of social achievement goals in academic help giving among peers within a high school. Students (n = 794) filled out surveys assessing their social goals, how often they are asked for help by their peers, and the type of help they gave to peers (instrumental vs. expedient). Controls included students’ grade point average, popularity, and personal help seeking preferences. Results demonstrated positive benefits of social development goals on students’ reports of how often they were asked for help and type of help given to their peers and negative impacts of social demonstration-avoidance goals on help giving. The findings complement achievement goal theory and provide a more comprehensive understanding of academic help seeking