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Rubio-Valdivia, José María | Granero-Gallegos, Antonio | David López-García, Ginés

Efectos del estilo interpersonal docente sobre el compromiso académico en futuros docentes : el rol mediador de la confianza y el esfuerzo académico

2022 - Franco Angeli

85-103 p.

  • The aim of present study was to analyze the mediating role of academic confidence and academic effort between teacher interpersonal style (i.e., autonomy support and controlling climate) and academic engagement. An observational, descriptive, crosssectional, and nonrandomized design was used. Three hundred and thirtytwo Master's Degree students in Sec ondary Education Teaching from several Andalusian universities aged be tween 18 and 48 years (M = 24.49; SD = 4.76) participated in the study. The predictive relationships between the scales of interpersonal teaching style, academic selfconcept and academic engagement were analyzed us ing a path analysis model. The main results show that autonomy support has a direct and positive predictive effect on academic engagement.
  • In addition, the relevance of academic effort as a mediator for the positive prediction between autonomy support and engagement is highlighted. This study underlines the importance of autonomy support style as a facilitator and supporter of confidence, effort and academic engagement in the train ing of future teachers. [Publisher's text].

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Cadmo : giornale italiano di pedagogia sperimentale : 2, 2022