Variable
Note. β = Estimation of standardized parameters; SE = standard error; 95% CI = 95% confidence interval; Inf = Lower limit of 95% CI; Sup = Upper limit of 95% CI; ** p < 0.01; * p < 0.05.
The objective of this study was to analyse the relationship between teacher interaction styles and academic confidence, considering the mediating role of the SBPNs and academic engagement in pre-service teachers. The main results show that autonomous support has an indirect and positive effect on confidence, highlighting the mediating role of the SBPNs above all, although the mediation of engagement is also significant. In addition, a direct and negative effect was found between the controlling style and confidence, and a positive indirect effect mediated by engagement.
In accordance with the hypothesized model, the results reveal that that autonomous support indirectly predicted academic confidence. Although both mediation relationships (i.e., SBPNs; H3) and academic engagement, preceded by the SPBNs (H5), are significant, the mediating effect of the SBPNs between autonomous support and confidence is higher than others. The findings of this study corroborate the previous research that showed the importance of establishing motivational contexts based on promoting and supporting student autonomy, as this involves an improvement in the SBPNs and leads to affective learning consequences, such as self-confidence ( Reeve et al. 2018 ; Vansteenkiste et al. 2020 ). This might be because the autonomous support teaching style is a predictor that generally promotes a context supporting the satisfaction of the BPNs ( need supportive ) ( Reeve et al. 2018 ). Thus, the BPNs play an important role in explaining the effects of educational social contexts, promoting development outcomes ( Ryan and Deci 2017 ; Vansteenkiste et al. 2020 ). Specifically, the BPNs are constructs that respond to the context ( Prentice et al. 2020 ), varying according to alterations in the context itself, while playing a mediating role between the variations in the social environment and the students’ psychosocial adjustment ( Vansteenkiste et al. 2020 ); that is to say, the satisfaction of the BPNs also has a directional role that leads students to act on the value judgments they make about their academic abilities ( Eskiler et al. 2012 ; Sheldon 2011 ; Vansteenkiste et al. 2020 ). Therefore, using teaching styles that promote interpersonal relationships, leads to a self-regulated approach towards satisfying the essential nutrients of the SBPNs ( Aelterman et al. 2019 ), which according to the results of this study, increases the student’s general self-confidence ( Eskiler et al. 2012 ) as well as their academic confidence. These aspects must be considered in the learning contexts experienced by pre-service teachers so as to improve their academic confidence.
In the present research, autonomous support does not directly predict academic confidence (H1 was rejected). These results do not coincide with other studies focused on self-confidence, such as the one by Barlow and McCann ( 2019 ); they also highlight the importance of the mediating role of cognitive elements (i.e., academic engagement) or the satisfactory motivational experiences (i.e., SBPNs) in predicting academic confidence. These results, inconsistent with what the SDT postulates, may be due to the influence that the context has on student confidence ( Maclellan 2014 ; Vansteenkiste et al. 2020 ), since a context that encourages autonomous and independent learning in students, but without support guidelines, will not generate academic confidence, especially if the students have not had diverse prior experiences in this regard. Authors such as Maclellan ( 2014 ), emphasize that autonomy must be accompanied by a scaffolding of cognitive or metacognitive participation in order to develop the students’ academic confidence. However, the results of this study on pre-service teachers do highlight the importance of promoting mediation elements such as the SBPNs or engagement to generate more academic confidence.
The direct effects of the controlling style on confidence showed a negative predictive relationship (H2). According to the SDT ( Ryan and Deci 2017 ), and the results of Barlow and McCann ( 2019 ), the use of a controlling style will move trainee teachers away from the pattern regulating their behavior, promoting negative and maladaptive consequences that will lead to a decrease in self-confidence. These results may be due to the influence that the teacher-student interaction has on student confidence ( Maclellan 2014 ), characterized by the motivational use of rewards, the creation of organized social environments, and the intolerance towards non-teacher-led strategies ( Reeve et al. 2022 ); that is to say, a controlling context in which trainee teachers set aside their internal motivational resources to solve their problems, and instead use a predetermined way of thinking, feeling, or behaving that has been imposed on them by the teacher, meaning they will experience a decrease in self-confidence.
The results of the present study show an indirect relationship between the controlling style and student confidence through academic engagement, but not on the SBPNs (H4 and H6 were rejected). However, the ratio is less than 0.10 (i.e., 0.07). These findings support the results of López-García et al. (under review) that show the positive relationship between the controlling style and the engagement of teachers in initial training; that is to say, using a controlling style with pre-service teachers involves the development of academic engagement and an increase in confidence. This may be due to the link between the controlling style and the use of authoritarian teaching strategies, characteristic of a more teacher-centred traditional teaching model ( Soleimani 2020 ). In this regard, authors such as Hidalgo-Cabrillana and Lopez-Mayan ( 2018 ) demonstrate the use of conventional motivational approaches by teachers based on control and authority as a constructive and orderly way to increase prescribed behaviors ( Reeve et al. 2018 ), thus complementing the comprehensive development of students by generating self-confidence promoted by their active engagement in the initial training process. In addition, the students are used to receiving classes that follow more traditional teaching models, so some of them need to feel that the class is organized and that their work is directed, which leads to greater academic engagement and confidence in their studies. This supports the evidence showing that both teaching styles can coexist in the same educational context ( Jang et al. 2016 ; Reeve et al. 2022 ; Ryan and Deci 2017 ).
The results of the present study underline the importance of the perceived motivational style adopted by pre-service teacher trainers in developing academic confidence. It is recommended that the university teaching staff themselves (i.e., trainers of future teachers) are instructed on how to apply the different interpersonal teaching styles depending on the type of students they have in their class. In this way, the teaching-learning process would be more individualized ( Pascual-Arias et al. 2022 ). When the student profile requires a teaching profile that promotes autonomy, sessions that enhance academic engagement and feelings of competence, relatedness, autonomy, and novelty should be encouraged to improve the academic confidence of the pre-service teachers. Conversely, when the student profile requires a teaching profile in which control and authority are used, the sessions should encourage academic engagement through resilience, dedication, and concentration, and connection towards the task set, in order to increase academic confidence. To establish an autonomous support style, it is necessary to create a classroom climate based on providing learning opportunities to see and develop knowledge, which are engaging (see Appleton et al. 2008 ) and lead to positive psychological experiences in pre-service teachers (see Ryan and Deci 2017 ). As proposed by authors such as Reeve ( 2009 ), strategies should be applied that include, amongst other aspects, the use of a suitable communicative language with students (e.g., giving coherent explanations about the course objectives, contents, and learning tasks), the reasoning behind the learning tasks (e.g., explaining the underlying usefulness of the proposed activity), and establishing learning choices (e.g., giving learning options and developing knowledge around their preferences and interests). The findings of the present study suggest that these strategies by teacher trainers could promote more self-determined motivational experiences, academic engagement, and consequently, greater academic confidence during the teacher training process. However, it is also necessary to use a controlling style when the student’s profile requires it to generate confidence. Consequently, both teaching styles need to be used during the sessions.
Despite its contribution, there were several limitations in the present study. Firstly, the information provided by the pre-service teachers on the different variables was gathered via a questionnaire. Future lines of research should study the perception of teaching styles by addressing the responses of both the students and the teachers themselves. Secondly, the cross-sectional research design does not allow the results to be generalized. Future research should have longitudinal designs that measure the influence of motivational styles on the confidence of pre-service teachers throughout the training period in addition to using complementary observational instruments. Experimental studies can even be proposed with interventions based on different teaching styles.
As has been demonstrated, both interpersonal teaching styles (i.e., the controlling style and the autonomous support style) coexist in the same educational context. However, to increase academic confidence in pre-service teachers, it is necessary to generate contexts that develop the SBPNs mainly through the autonomous support style. Moreover, the study findings highlight the importance of academic engagement in pre-service teachers as a mediator between the two teaching styles and academic confidence. Accordingly, teacher trainers should incorporate these instructional styles based on autonomy and focused on increasing academic engagement to promote and maintain the quality of student learning during teacher training.
This research was funded by the Andalusian Plan for Research, Development, and INNOVATION (PAIDI 2020) of the Junta de Andalucía, grant number P20_00148 (I+D+i research project).
Conceptualization, A.G.-G., G.D.L.-G. and J.C.E.; methodology, A.G.-G. and G.D.L.-G.; formal analysis, A.G.-G. and R.B.; investigation, A.G.-G., R.B., J.C.E. and G.D.L.-G.; data curation, A.G.-G. and G.D.L.-G.; writing—original draft preparation, A.G.-G., G.D.L.-G., R.B. and J.C.E.; writing—review and editing, A.G.-G., R.B. and G.D.L.-G.; project administration, A.G.-G. All authors have read and agreed to the published version of the manuscript.
The study was conducted in accordance with the Declaration of Helsinki, and approved by the Bioethics Committee of the University of Almeria (protocol code UALBIO2021/009, 17 February 2022).
Informed consent was obtained from all subjects involved in the study.
Conflicts of interest.
The authors declare no conflict of interest.
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Published under licence by IOP Publishing Ltd Journal of Physics: Conference Series , Volume 1318 , Seminar on Advances in Mathematics, Science and Engineering for Elementary School (SAMSES 2018) 16 August 2018, Yogyakarta, Indonesia Citation H Ridwan et al 2019 J. Phys.: Conf. Ser. 1318 012028 DOI 10.1088/1742-6596/1318/1/012028
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1 Department of Nursing, Universitas Pendidikan Indonesia, Bandung, Indonesia
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Each teacher has specific teaching styles and varied students' learning styles that may influence students' academic performance. The purpose of this study is to identify the teaching styles of the teachers and learning styles of the students. In this descriptive correlational research study, it included the entire 15 teachers and 188 students used simple random sampling. The SAILS and VARK questionnaires were used to determine the teaching and learning style respectively through online. A frequency, percentage, chi-square and Mann-Whitney analysis with SPSS version 20 was utilized in this study. Most of the teachers preferred the Single-Modal teaching style with Kinesthetic (K) preference, while the students preferred All-Modal (VARK) style. There is significant difference between teachers' teaching styles and learning styles of the students. The researcher concluded that because of the mismatched/not aligned of the teaching styles to the learning styles, the teachers must prepare variety of teaching styles and the students must develop and utilize their learning styles that will allow effective accommodation and adaptation with the classroom and program requirements.
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Teaching style refers to a pervasive quality of teaching behavior that persists even though the taught content changes ( Ghanizadeh and Jahedizadeh, 2016 ). Teaching style has been documented to affect student learning experience and student impressions of the teacher ( Coldren and Hively, 2009 ), potentially factoring into SET.
The present study aims to explore the relationship dimensions of perceived teaching style with students' engagement, curiosity and exploration in their learning environment. Hence, the research asks the following questions: What kind of teaching style is being perceived inside school and university classrooms?
The influence of teach ers' teaching style on students' academic p erformance: Academic self- efficacy, the learning interest of th e mediator (a master's degree thesis, S hanghai normal ...
This study was conducted to analyse the influence of learning styles and teaching strategies on academic performance in mathematics. Surveys were conducted to 277 randomly selected grade 9 students and five purposively sample mathematics teachers. Findings reveal that most of the student-respondents have a combination of dependent, collaborative and independent learning styles. Multiple ...
Introduction When imparting knowledge, teachers use several teaching methods and strategies. The selection of methods and the way they are deployed differs from teacher to teacher, causing that each teacher has his or her own teaching style. A teaching style depends on a teacher's experiences, his or her personality, as well as the students he or she works with (their age, their command of ...
It requires a variety of teaching styles or techniques just to capture students' interests. Above all, the teacher must himself come into possession of adequate knowledge of the objectives and standards of the curriculum, skills in teaching, interests, appreciation and ideals.
The results also confirmed that the teacher who had a democratic teaching style used more motivational strategies than the teacher who had an autocratic teaching style, which is in accordance with the second hypothesis of the thesis.
The teaching style is also differently associated with the student achievement in math and reading, by gender or by the type of school, but basically when the students report the practices. In this section we explore the determinants of the differences between the student's and the teacher's view.
Each teacher has specific teaching styles and varied students' learning styles that may influence students' academic performance. The purpose of this study is to identify the teaching styles ...
Teaching styles are differently related to achievement along several dimensions—math and reading, boys and girls, public/private students—but again basically when we rely on students ...
The objective of this research was to analyze the mediation of academic engagement and the satisfaction of basic needs between teaching styles and academic confidence amongst teachers during initial training. The research design was observational, descriptive, ...
threats to internal validity and to open up the "black box" of teacher effects by examining whether certain dimensions of teaching practice predict students' attitudes and behaviors. We refer to these relationships between teaching practice and student outcomes as "teaching effects." Specifically, we ask three research questions:
A thesis presented to the University of Canterbury in fulfillment of the requirements for the degree of Doctor of Philosophy in Education ... teaching styles are flexible and have a reciprocal influence on each other. Learners may adjust their learning styles in order to meet academic requirements, while ...
Background Information: If specific teachers' teaching styles or years of experience are found to have a statistical significance to students' scores on the Arkansas Augmented Benchmark Examination, it may help determine the teaching style(s) most effective in promoting student success in mathematics.
Most of the teachers preferred the Single-Modal teaching style with Kinesthetic (K) preference, while the students preferred All-Modal (VARK) style. There is significant difference between teachers' teaching styles and learning styles of the students. The researcher concluded that because of the mismatched/not aligned of the teaching styles to ...
However, there is a need for more studies about attitudes in introductory statistics courses that utilize reform teaching methods. In this article, we present findings about student attitudes toward statistics in both a teacher-centered lecture-based class and a student-centered active learning class, taught by the same instructor.
1. Teaching styles refer to "a teacher's preferred way of solving. problems, carrying out tasks, and making decisions in the process. of teaching, and, besides differing from individual to ...
The study was conducted to investigate Taiwanese junior high school students' perceptions of their teachers' teaching styles and the students' own use of learning strategies and to determine if there was a significant relationship between perceived teaching style and learning strategy use. The data for this study were gathered from a sample of 95 junior high school students enrolled in ...
Abstract In order to enhance teaching quality and improve its effectiveness, attention must be paid to the compatibility of the instructors' teaching styles versus the students' learning styles, which play a vital role in how much knowledge the students can gain from the material presented in class. This paper presents the results of a study carried out on the mechanical engineering ...
A Mixed Methods Study of Motivational Teaching Strategies in the ESL Classroom in Australia Kate E. Bokan-Smith A thesis submitted in fulfilment
Furthermore, there is a moderate correlation between perceived autonomy support teaching style with students' engagement as well as curiosity and exploration.
Theses/Dissertations from 2022. Graduate Teaching Assistants' Knowledge and Attitudes Toward Students with Disabilities in Higher Education, Yanlys De La Caridad Palacios. High School Teachers' Perceptions of Promoting Student Motivation and Creativity through Career Education, Kyeonghyeon Park.
Finally, this study revealed that the teachers were aware of the students' preferred learning style and tried their best to match their teaching styles to suit the students' preferences.