El estilo comunicativo de la enseñanza como predictor de la pasión y dedicación de los estudiantes

  1. Zuleica Ruiz-Alfonso 1
  2. Lidia E. Santana-Vega 1
  3. Robert J. Vallerand 2
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

  2. 2 Universidad de Québec
Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2023

Volumen: 28

Número: 1

Páginas: 19-25

Tipo: Artículo

DOI: 10.1016/J.PSICOE.2022.11.002 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de psicodidáctica

Resumen

El objetivo de este trabajo es analizar en qué medida predicen los diferentes estilos comunicativos del profesorado la pasión del alumnado y el tiempo que este dedica a estudiar. Se utiliza una muestra de 407 estudiantes y los datos se analizan a través del análisis de senderos (path analysis). Los resultados indican que el estilo comunicativo de la persona docente que refuerza los beneficios de implicarse en la actividad (gain framing) predice positiva y significativamente la pasión del alumnado; el estilo comunicativo que destaca la importancia de evitar el fracaso o el coste de no implicarse en la actividad (loss framing) está negativa y significativamente relacionado con la pasión; y el estilo comunicativo que subraya que no hay conexiones entre el comportamiento del profesorado y los resultados que el alumnado obtiene (amotivation framing) no se asocia de manera significativa con la pasión. A su vez, la pasión predice positiva y significativamente el tiempo dedicado al estudio y media en la relación entre el estilo comunicativo de enseñanza y la dedicación. Estos resultados evidencian, por primera vez, el efecto de los distintos estilos comunicativos del profesorado sobre la pasión y la dedicación del alumnado. Los resultados se discuten en términos de su implicación en el contexto académico y la práctica educativa.

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Fuente de los datos: Dialnet