Publicação
Pedagogical Interaction and Learning Performance as Determinants of Academic Achievement
| Resumo: | This investigation aims to relate teacher competencies, student-student interactions and learning performance, and its direct and indirect effects on academic achievement of high school students. A quantitative research was carried out, involving a representative sample of 1986 students attending Secondary Education Schools located in the central region of Portugal. The results obtained through the structural model show that perceived teacher competencies influence student-student interactions and learning performance positively and significantly; student-student interactions positively and significantly influence the learning performance which, in turn, influences positively and significantly students’ academic achievement. The established model provides insights for a better understanding of the importance of communication, in the context of the classroom, and of the students’ learning involvement in the academic activities, towards the promotion of school success. |
|---|---|
| Autores principais: | Costa, Cesário |
| Outros Autores: | Cardoso, Ana Paula; Lima, Margarida Pedroso; Ferreira, Manuela; Abrantes, José Luís |
| Assunto: | Academic achievement learning performance pedagogical interaction |
| Ano: | 2015 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso restrito |
| Instituição associada: | Instituto Politécnico de Viseu |
| Idioma: | português |
| Origem: | Repositório Científico do Instituto Politécnico de Viseu |
| Resumo: | This investigation aims to relate teacher competencies, student-student interactions and learning performance, and its direct and indirect effects on academic achievement of high school students. A quantitative research was carried out, involving a representative sample of 1986 students attending Secondary Education Schools located in the central region of Portugal. The results obtained through the structural model show that perceived teacher competencies influence student-student interactions and learning performance positively and significantly; student-student interactions positively and significantly influence the learning performance which, in turn, influences positively and significantly students’ academic achievement. The established model provides insights for a better understanding of the importance of communication, in the context of the classroom, and of the students’ learning involvement in the academic activities, towards the promotion of school success. |
|---|