Detalle Publicación


Effects of academic confidence and gender on the perception of the teachinglearning process at university

Libro: Learning Strategies, Expectations and Challenges
Autores: de la Fuente Arias, Jesús; Sander, Paul
Lugar de Edición: NEW YORK
Fecha de publicación: 2012
Página Inicial - Final: 93-107
ISBN: 978-1-62081-752-0
Resumen: Introduction. Academic Confidence and Gender have emerged as variables that determine cognitive behavior while learning. At present, research examines their role as types of motivational-affective variables. The objective of this study was to establish dependence relationships of academic confidence and gender with Perception of the teaching-learning process. We hypothesized a dependence relationship and joint effect of students¿ level of academic confidence and their gender on their perception of the teaching-learning process. Method. A total of 494 university students from the Psychology Degree programs at the University of Almeria (Spain) and Cardiff Metropolitan University (UK) participated in the study. The Academic Behavioural Confidence Scale, ABC (2009) was used to measure academic confidence. This questionnaire contains four subscales and has acceptable reliability and validity values. Perception of the teaching-learning process was assessed through the Interactive Assessment of Teaching Learning Process Scale, IATLP (2009), shown to have consistent psychometric properties. Results. Overall, there was a significant effect of the level of academic confidence on perception of the teaching-learning process. More specifically, there was a significant effect of the level of academic confidence on the level of students¿ satisfaction with the learning process. Likewise, gender had a significant effect on self-regulated learning, in favor of the female students. As for interactions, greater levels of academic confidence in the female students were associated with a perception of the teaching as more regulatory. However, greater academic confidence in male students did not result in the perception of more regulatory teaching. The license for this PDF is unlimited except that no part of this digital document may be reproduced, stored in a retrieval system or transmitted commercially in any form or by any means. The publisher has taken reasonable care in the preparation of this digital document, but makes no expressed or implied warranty of any kind and assumes no responsibility for any errors or omissions. No liability is assumed for incidental or consequential damages in connection with or arising out of information contained herein. This digital document is sold with the clear understanding that the publisher is not engaged in rendering legal, medical or any other professional services. 94 Jesús de la Fuente and Paul Sander Discussion. The most interesting effect¿which re-appears in several later results¿is the interaction of the level of academic confidence and gender. This effect has been given the label ¿delta effect¿ by the authors. Its importance for understanding university teaching and learning is discussed in terms of the variables analyzed.