El papel del comportamiento del profesor, la motivación y la emoción en la predicción de la participación social académica en clase
Universidad Nacional de Córdoba
email: jsanchezrosas@psyche.unc.edu.ar
Universidad Nacional de Córdoba
email: paulatakaya@psyche.unc.edu.ar
Universidad Nacional de Córdoba
email: mariasalima@gmail.com
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.
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