Credibilidad docente y engagement académico en estudiantes tradicionales y no tradicionales de Ciencias de la Educación

  1. Manuel de-Besa Gutiérrez 1
  2. Facundo Peña Froment 2
  3. Javier Gil Flores 3
  1. 1 Universidad de Cádiz
    info

    Universidad de Cádiz

    Cádiz, España

    ROR https://ror.org/04mxxkb11

  2. 2 Universidad de Extremadura
    info

    Universidad de Extremadura

    Badajoz, España

    ROR https://ror.org/0174shg90

  3. 3 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

Erakutsi afiliazioak +
Aldizkaria:
Revista de educación

ISSN: 0034-8082

Argitalpen urtea: 2023

Zenbakien izenburua: Construcción de políticas y generación de conocimiento en educación

Zenbakia: 400

Orrialdeak: 323-345

Mota: Artikulua

DOI: 10.4438/1988-592X-RE-2023-400-580 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Revista de educación

Laburpena

Teacher credibility and learner engagement are factors associated with academic performance of university students. In the case of nontraditional students, defined as those who join the university over 24 years old or combine studies and work, teacher credibility and learner engagement are factors that are especially relevant for their integration and permanence in the university. The aim of this study was to describe nontraditional students' perceptions of teacher credibility and their learner engagement and compare them with these same traits in traditional students. The sample included 483 students, of which 353 were traditional students and 130 nontraditional students. They were administered the Credibility Scale in University Professors and the Classroom Engagement Scale. The construct validity and reliability have been assessed through confirmatory factor analysis and the calculation of Cronbach's alpha. The analysis has been supported by descriptive statistics and the contrast of means through the multivariate analysis of variance. The results show high levels of perceived teacher credibility in nontraditional students, although lower levels of learner engagement. In addition, a superiority of nontraditional students is confirmed in all dimensions of teacher credibility (competence, goodwill and trustworthiness) and in agentic engagement. The differences in cognitive, behavioral and affective engagement are not significant. The results lead us to reflect on the importance of these variables for the success of nontraditional students at university and allow us to derive practical recommendations to support it.

Erreferentzia bibliografikoak

  • Awoniyi, F. C., y Butakor, P. K. (2021). The role of teacher-student relationship on performance in mathematics of the eleventh graders in the Cape Coast metropolis: Critical friendship perspective. Cogent Education, 8(1), 1908690. https://doi.org/10.1080/233118 6X.2021.1908690
  • Benito Mundet, H., Llop Escorihuela, E., Verdaguer Planas, M., Comas Matas, J., Lleonart Sitjar, A., Orts Alis, M., Amadó Dodony, A. y Rostan Sánchez, C. (2021). Investigación multidimensional del engagement universitario a través de una metodología mixta. Educación XX1, 24(2), 65-96. https://doi.org/10.5944/educXX1.28561
  • Bohl, A., Haak, B., y Shrestha, S. (2017). The experience of nontraditional students: A qualitative inquiry. Journal of Continuing Higher Education, 65(3), 166-174. https://doi.org/10.1080/07377363 .2017.1368663
  • BrckaLorenz, A., Ribera, T., Kinzie, J., y Cole, E. (2012). Examining effective faculty practice: Teaching clarity and student engagement. Improve the Academy, 31(1), 1-18. http://dx.doi.org/10.1002/j.2334-4822.2012. tb00679.x
  • Byrne, B. M. (2016). Structural equation modeling with AMOS. Basic concepts, applications, and programming (3rd Ed.). Routledge.
  • Carr, C. T., Zube, P., Dickens, E., Hayter, C. A., y Barterian, J. A. (2013). Toward a model of sources of influence in online education: Cognitive learning and the effects of Web 2.0. Communication Education, 62, 61-85. https://doi.org/10.1080/03634523.2012.724535
  • Chamizo-Nieto, M. T., Arrivillaga, C., Rey, L., y Extremera, N. (2021). The Role of Emotional Intelligence, the Teacher-Student Relationship, and Flourishing on Academic Performance in Adolescents: A Moderated Mediation Study. Frontiers in Psychology, 12, 695067. https://dx.doi. org/10.3389/fpsyg.2021.695067
  • Chung, E., Turnbull, D. y Chur-Hansen, A. (2014). Who are 'non-traditional students'? A systematic review of published definitions in research on mental health of tertiary students. Educational Research and Reviews, 9(22), 1224-1238. https://doi.org/10.5897/ERR2014.1944
  • Conlan, J., Grabowski, S., y Smith, K. (2001). Adult learning. En M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology (pp. 56-61). CreateSpace.
  • De-Besa, M. y Gil-Flores, J. (2019). Expectativas académicas del alumnado no tradicional al inicio de sus estudios universitarios. Bordón. Revista de Pedagogía, 71(2), 23-38. https://doi.org/10.13042/2019.64506
  • Derakhshan, A. (2021). The predictability of Turkman students’ academic engagement through Persian language teachers’ nonverbal immediacy and credibility. Journal of Teaching Persian to Speakers of Other Languages, 10(21), 3-26. https://doi.org/10.30479/ jtpsol.2021.14654.1506
  • Dixson, M. D., Greenwell, M. R., Rogers-Stacy, C., Weister, T., y Lauer, S. (2017). Nonverbal immediacy behaviors and online student engagement: Bringing past instructional research into the present virtual classroom. Communication Education, 66(1), 37-53. https:// doi.org/10.1080/03634523.2016.1209222
  • Esteban Bara, F. (2022). Extravíos de la formación universitaria contemporánea. Teoría de la Educación. Revista Interuniversitaria, 34(2), 23-41. https://doi.org/10.14201/teri.27739
  • Finn, A. N., Schrodt, P., Witt, P. L., Elledge, N., Jernberg, K. A., y Larson, L. M. (2009). A meta-analytical review of teacher credibility and its associations with teacher behaviors and student outcomes. Communication Education, 58(4), 516-537. https://doi. org/10.1080/03634520903131154
  • Froment, F., Bohórquez, M. R., y García, A. J. (2020). Credibilidad docente: Una revisión de la literatura. Teoría de la Educación. Revista Interuniversitaria, 32(1), 1-32. http://dx.doi.org/10.14201/teri.20313
  • Froment, F., Bohórquez, M. R., y García, A. J. (2021). El impacto de la credibilidad docente y la motivación del estudiante en la evaluación de la docencia. Revista Española de Pedagogía, 79(280), 47-68. https:// doi.org/10.22550/REP79-3-2021-03
  • Froment, F., García, A. J., Bohórquez, M. R., y García-Jiménez, E. (2019). Adaptación y Validación en Español de la Escala de Credibilidad en Profesores Universitarios. Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica, 51(2), 61-76. https://doi. org/10.21865/RIDEP51.2.05
  • Gaffney, J. D., y Gaffney, A. L. H. (2016). Student satisfaction in interactive engagement-based physics classes. Physical Review Physics Education Research, 12(2), 1-17. https://doi.org/10.1103/ PhysRevPhysEducRes.12.020125
  • Goldman, Z. W., Cranmer, G. A., Sollitto, M., Labelle, S., y Lancaster, A. L. (2017). What do college students want? A prioritization of instructional behaviors and characteristics. Communication Education, 66(3), 280- 298. https://doi.org/10.1080/03634523.2016.1 265135
  • Gray, D. L., Anderman, E. M., y O’Connell, A. A. (2011). Associations of teacher credibility and teacher affinity with learning outcomes in health classrooms. Social Psychology of Education, 14(2), 185-208. https://doi.org/10.1007/s11218-010-9143-x
  • Hatfield, C. L., y Coyle, E. A. (2013). Factors that influence student completion of course and faculty evaluations. American Journal of Pharmaceutical Education, 77(2), 1-4. https://doi.org/10.5688/ ajpe77227
  • Havik, T., y Westergård, E. (2020). Do teachers matter? Students’ perceptions of classroom interactions and student engagement. Scandinavian Journal of Educational Research, 64(4), 488-507. https://doi.org/10. 1080/00313831.2019.1577754
  • Hejase, A. J., Hejase, H. J., y Kaakour, R. S. A. (2014). The impact of students’ characteristics on their perceptions of the evaluation of teaching process. International Journal of Management Sciences, 4(2), 90-105.
  • Henning, Z. (2010). Teaching with Style to Manage Student Perceptions: The Effects of Socio-Communicative Style and Teacher Credibility on Student Affective Learning. Communication Research Reports, 27(1), 58-67. https://doi.org/10.1080/08824090903526471
  • Hospel, V., y Garland, B. (2016). Are both classroom autonomy and structure equally important for students’ engagement? A multilevel analysis. Learning and Instruction, 41, 1-10. https://doi.org/10.1016/j. learninstruc.2015.09.001
  • Imlawi, J., Gregg, D., y Karimi, J. (2015). Student engagement in coursebased social networks: the impact of instructor credibility and use of communication. Computers & Education, 88, 84-96. https://doi. org/10.1016/j.compedu.2015.04.015
  • Jang, H., Kim, E. J., y Reeve, J. (2012). Longitudinal test of selfdetermination theory’s motivation mediation model in a naturally occurring classroom context. Journal of Educational Psychology, 104, 1175-1188. https://doi.org/10.1037/a0028089
  • Janosz, M., Archambault, I., Morizot, J., y Pagani, L. S. (2008). School engagement trajectories and their differential predictive relations to dropout. Journal of Social Issues, 64(1), 21-40. https://doi.org/10.1111/ j.1540-4560.2008.00546.x
  • Jiang, A. L., y Zhang, L. J. (2021). University teachers' teaching style and their students' agentic engagement in EFL learning in China: a self-determination theory and achievement goal theory integrated perspective. Frontiers in Psychology, 12. https://doi.org/10.3389/ fpsyg.2021.704269
  • Jinkens, R. C. (2009). Nontraditional students: Who are they? College Student Journal, 43(4), 979-987.
  • Kenner, C., y Weinerman, J. (2011). Adult learning theory: Applications to non-traditional college students. Journal of College Reading and Learning, 41(2), 87-96. https://doi.org/10.1080/10790195.2011.1085 0344
  • Kulkarni, S., Afshan, N., y Motwani, J. (2018). The impact of faculty member's communication behaviors on student satisfaction: the role of cognitive and affective learning and student's motivation. International Journal of Productivity and Quality Management, 25(4), 444-458.
  • Landrum, R. E., Hood, J. T. A., y McAdams, J. M. (2001). Satisfaction with college by traditional and nontraditional college students. Psychological Reports, 89(3), 740-746. https://doi.org/10.2466/pr0.2001.89.3.740
  • Manthei, R. J., y Gilmore, A. (2005). The effect of paid employment on university students' lives. Education + Training, 47(3), 202-215. https://doi.org/10.1108/00400910510592248
  • Martin, A. J. (2008). Enhancing student motivation and engagement: The effects of a multidimensional intervention. Contemporary Educational Psychology, 33, 239-269. https://doi.org/10.1016/j. cedpsych.2006.11.003
  • McCroskey, J. C. (1992). An introduction to communication in the classroom. Burgess International.
  • McCroskey, J. C., y Teven, J. J. (1999). Goodwill: A reexamination of the construct and its measurement. Communication Monographs, 66(1), 90-103. https://doi.org/10.1080/03637759909376464
  • McCroskey, J. C., Valencic, K. M., y Richmond, V. P. (2004). Toward a general model of instructional communication. Communication Quarterly, 52(3), 197-210. https://doi.org/10.1080/01463370409370192
  • Ministerio de Universidades (2021). Datos y Cifras del Sistemas Universitario Español. Secretaría General Técnica del Ministerio de Universidades.
  • Mitchell, Y. F., y Hughes, G. D. (2014). Demographic and Instructor- Student Interaction Factors Associated with Community College Students' Intent to Persist. Journal of Research in Education, 24(2), 63-78.
  • Myers, S. A., Baker, J. P., Barone, H., Kromka, S. M., y Pitts, S. (2018). Using Rhetorical/Relational Goal Theory to Examine College Students’ Impressions of Their Instructors. Communication Research Reports, 35(2), 131-140. https://doi.org/10.1080/08824096.2017.1406848
  • Myers, S. A., y Martin, M. M. (2018). Instructor credibility. En M. L. Houser y A. M. Hosek (Ed.), Handbook of instructional communication: rhetorical and relational perspectives (pp. 38-50). Routledge.
  • Nunnally, J., y Bernstein, I. (1994). Psychometric Theory. MacGraw-Hill.
  • Núñez, J. L., y León, J. (2019). Determinants of classroom engagement: a prospective test based on self-determination theory. Teachers and Teaching, 25(2), 147-159. https://doi.org10.1080/13540602.2018.154 2297
  • Paschal, M. J., y Mkulu, D. G. (2021). Teacher-Students’ Relationship and Students’ Academic Performance in Public Secondary Schools in Magu District, Tanzania. Journal of Research in Education and Society, 11(1), 20-37. https://doi.org/10.31730/osf.io/tmh9c
  • Pervin, M. M., Ferdowsh, N., y Munni, I. J. (2021). Teacher-student interactions and academic performance of students. Dhaka University Journal of Biological Sciences, 30(1), 87-93. https://doi.org/10.3329/ dujbs.v30i1.51812
  • Pishghadam, R., Derakhshan, A., y Zhaleh, K. (2019). The interplay of success, credibility, and stroke with respect to students’ willingness to attend classes. Polish Psychological Bulletin, 50(4), 284-292. https:// doi.org/10.24425/ppb.2019.131001
  • Pishghadam, R., Derakhshan, A., Zhaleh, K., y Al-Obaydi, L. H. (2021). Students’ willingness to attend EFL classes with respect to teachers’ credibility, stroke, and success: a cross-cultural study of Iranian and Iraqi students’ perceptions. Current Psychology, 1-15. https://doi. org/10.1007/s12144-021-01738-z
  • Reeve, J., y Tseng, M. (2011). Agency as a fourth aspect of student engagement during learning activities. Contemporary Educational Psychology, 36, 257-267. https://doi.org/10.1016/j.cedpsych.2011.05.002
  • Rezvani, R., y Miri, P. (2021). The Impact of Gender, Nativeness, and Subject Matter on the English as a Second Language University Students’ Perception of Instructor Credibility and Engagement: A Qualitative Study. Frontiers in Psychology, 12, 1-14. https://doi. org/10.3389/fpsyg.2021.702250
  • Robotham, D. (2012). Student part-time employment: characteristics and consequences, Education + Training, 54(1), 65-75. https://doi. org/10.1108/00400911211198904
  • Russ, T., Simonds, C., y Hunt, S. (2002). Coming Out in the Classroom (...) An Occu-pational Hazard?: The Influence of Sexual Orientation on Teacher Credibility and Perceived Student Learning. Communication Education, 51(3), 3123-544. https://doi.org/10.1080/03634520216516
  • Sánchez-Gelabert, A., y Elías, M. (2017). Los estudiantes universitarios no tradicionales y el abandono de los estudios. Estudios sobre Educación, 32, 27-48. https://doi.org/10.15581/004.32.27-48
  • Skinner, E. A., Furrer, C., Marchand, G., y Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100, 765- 781. https://doi.org/10.1037/a0012840
  • Skinner, E. A., Kindermann, T. A., y Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69, 493–525. https://doi.org/10.1177/0013164408323233
  • Suárez-Cretton, X. y Castro-Méndez, N. (2022). Perfiles de gratitud, necesidades psicológicas y su relación con la resiliencia en estudiantes no tradicionales. Estudios sobre Educación, 43, 115-134. https://doi. org/10.15581/004.43.006
  • Tuero, E., Cervero, A., Esteban, M., y Bernardo, A. (2018). ¿Por qué abandonan los alumnos universitarios? Variables de influencia en el planteamiento y consolidación del abandono. Educación XX1, 21(2), 131-154. https://doi.org/10.5944/educXX1.20066
  • Vallade, J. I., y Kaufmann, R. (2021). Instructor misbehavior and student outcomes: Replication and extension in the online classroom. Journal of Research on Technology in Education, 53(2), 206-222. https://doi. org/10.1080/15391523.2020.1766389
  • Walker, C. O., Greene, B. A., y Mansell, R. A. (2006). Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learning and Individual Differences, 16, 1-12. https://doi.org/10.1016/j.lindif.2005.06.004
  • Wang, M. T., y Fredricks, J. A. (2014). The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child Development, 85(2), 722-737. https://doi. org/10.1111/cdev.12138
  • Wheeless, V. E., Witt, P. L., Maresh, M., Bryand, M. C., y Schrodt, P. (2011). Instructor credibility as a mediator of instructor communication and students' intent to persist in college. Communication Education, 60(3), 314-339. https://doi.org/10.1080/03634523.2011.555917
  • Witt, P. L., Schrodt, P., Wheeless, V. E., y Bryand, M. C. (2014). Students' intent to persist in college: Moderating the negative effects of receiver apprehension with instructor credibility and nonverbal immediacy. Communication Studies, 65(3), 330-352. https://doi.org/10.1080/105 10974.2013.811428
  • Xie, F., y Derakhshan, A. (2021). A conceptual review of positive teacher interpersonal communication behaviors in the instructional context. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.708490
  • Zheng, J. (2021). The role of Chinese EMI teachers’ clarity and credibility in fostering students’ academic engagement and willingness to attend classes. Frontiers in Psychology, 12. https://doi.org/10.3389/ fpsyg.2021.756165
  • Zhu, L., y Anagondahalli, D. (2018). Predicting student satisfaction: The role of academic entitlement and nonverbal immediacy. Communication Reports, 31(1), 41-52. https://doi.org/10.1080/08934215.2017.1364777
Datuen iturria: Dialnet