Teaching skills, students' emotions, perceived control and academic achievement in university students: A SEM approach

被引：24

作者：

Muntaner-Mas, Adria ^{[1
]}

Vidal-Conti, Josep ^{[1
]}

Sese, Albert ^{[2
]}

Palou, Pere ^{[1
]}

机构：

[1] Univ Balearic Isl, Fac Educ, Dept Pedag & Specif Didact, Cra Valldemossa,Km 7-5, E-07122 Balearic Isl, Spain

[2] Univ Balearic Isl, Fac Psychol, Dept Psychol, Cra Valldemossa,Km 7-5, E-07122 Balearic Isl, Spain

来源：

TEACHING AND TEACHER EDUCATION | 2017年 / 67卷

关键词：

Structural Equation Modelling; Academic emotions; Stress; Academic control; Grade point average; Characteristics of teaching; Undergraduate students; COLLEGE-STUDENTS; GOALS; POWER; PERFORMANCE; MOTIVATION; ENJOYMENT; FEEDBACK; STRESS; MODEL;

D O I：

10.1016/j.tate.2017.05.013

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

A cross-sectional study was conducted using a sample of Balearic Islands University students (n = 176). A SEM approach revealed that the characteristics of teaching had a strong positive effect on enjoyment and hope as well as a significant but negative minor effect on stress reduction. Positive emotions and stress influenced by teaching skills appeared to be a significant but not very strong predictors of perceived control. Negative emotions made a powerful contribution to the perception of control but were independent of teaching skills. Our model showed evidence concerning the role of teaching skills in increasing academic control and achievement. (C) 2017 Elsevier Ltd. All rights reserved.

引用

页码：1 / 8

页数：8

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