Estilo docente y competencia en educación superiormediación del clima motivacional

  1. Antonio Granero-Gallegos 1
  2. David Hortigüela-Alcalá 2
  3. Alejandra Hernando-Garijo 2
  4. María Carrasco-Poyatos 1
  1. 1 Universidad de Almería
    info

    Universidad de Almería

    Almería, España

    ROR https://ror.org/003d3xx08

  2. 2 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

Revista:
Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X,  2174-5374

Año de publicación: 2021

Volumen: 24

Número: 2

Páginas: 43-64

Tipo: Artículo

DOI: 10.5944/EDUCXX1.28172 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Educación XX1: Revista de la Facultad de Educación

Objetivos de desarrollo sostenible

Resumen

The aim of the study was to analyze the motivational climate mediation between the interpersonal teaching style and the satisfaction and frustration of academic competence in higher education students. The study design was observational, descriptive and cross-sectional, using convenience sampling. 354 higher education students participated (59.6% men) (Mage=21.84; SD=1.98) and the following scales were used: Interpersonal Teaching Style in Higher Education, Motivational Climate in Education, Satisfaction of Basic Psychological Needs and Thwarting of Basic Psychological Needs. A path analysis was used to verify the predictive relationships of the interpersonal teaching style on competence satisfaction and thwarting of basic psychological needs with the motivational climate mediation. The direct and indirect relationships of the model are presented. The importance of the motivational climate as a mediating effect between the interpersonal teaching style and the satisfaction and thwarting of the students’ competence has been demonstrated. The mastery climate was the more relevant mediator for the positive prediction of competence satisfaction based on autonomy support.

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Información de financiación

Este trabajo fue realizado con la ayuda recibida de la convocatoria de Grupos Docentes de Innovaci?n y Buenas Pr?cticas, Universidad de Almer?a; bienio 2020-2021 (Proyecto: Metodolog?as activas y aprendizaje competencial en educaci?n superior).

Financiadores

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Fuente de los datos: Dialnet