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 University of Quebec at Montreal
    info

    University of Quebec at Montreal

    Montreal, Canadá

    ROR https://ror.org/002rjbv21

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

Objetivos de desarrollo sostenible

Resumen

The aim of this study was to analyse the relations between three different communicative teaching styles (gain-framing, loss-framing and amotivational style) and students’ passion and dedication to study after school hours. We recruited 407 students and data was evaluated through path analyses. Results showed that teachers’ communicative style that encouraged students to engage in an activity, highlighting the benefits of this engagement (gain-framing style), positively predicted students’ passion; teachers’ communicative style that emphasised the importance of avoiding failure and the cost of not being engaged in the activity (loss-framing style) negatively predicted students’ passion; teachers’ communicative style that underlined that there were no connections between students’ behaviour and the results they obtained in class (amotivational framing style) was not related to students’ passion. In turn, students’ passion strongly predicted their dedication to study. Additionally, passion mediated the relation between teachers’ communicative style and students’ dedication. Findings evidence, for the firsttime in the literature, the effect of different teachers’ communicative styles on students’ passion and dedication. Results are discussed in terms of their implications for the academic context and educational practice.

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Fuente de los datos: Dialnet