Teaching Quality: An Explanatory Model of Learning in Secondary Education

  1. Zuleica Ruiz-Alfonso
  2. Jaime León
  3. Lidia Santana-Vega
  4. Cristina González
Revista:
Psicología educativa

ISSN: 1135-755X

Año de publicación: 2021

Volumen: 27

Número: 1

Páginas: 67-76

Tipo: Artículo

Otras publicaciones en: Psicología educativa

Resumen

El objetivo de este estudio fue analizar la relación entre la calidad didáctica del profesorado y las expectativas, el valor atribuido a las tareas, el esfuerzo, el interés hacia la asignatura y la frecuencia de las conexiones entre contenidos o situaciones de aprendizaje en 1,113 estudiantes de Educación Secundaria Obligatoria. Los datos fueron analizados evaluando un modelo multinivel de ecuaciones estructurales en el que la calidad didáctica – enfatizar la utilidad de los contenidos de clase, reconocer los sentimientos negativos, fomentar la participación, utilizar un lenguaje no controlador, ajustar los contenidos al nivel del alumnado, centrarse en el proceso, estructurar las clases, ofrecer feedback positivo y demostrar preocupación hacia los discentes – predijo las expectativas y el valor. A su vez, las expectativas y el valor predijeron el esfuerzo, las conexiones y el interés del alumnado hacia la asignatura. Se examinan los resultados en términos de su aplicación para la práctica educativa.

Información de financiación

Cite this article as: Ruiz-Alfonso, Z., León, J., Santana-Vega, L. E., & González, C. (2021). Teaching quality: An explanatory model of learning in Secondary Education. Psicología Edu-cativa, 27(1), 67-76. https://doi.org/10.5093/psed2020a18 Funding: This study was supported by the Spanish Ministry of Science and Innovation, “Juan de la Cierva” postdoctoral grant [FJCI-2017-31844] Correspondence: jaime.leon@ulpgc.es (J. León).

Financiadores

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