Importancia de la competencia docente percibida para la motivación y rendimiento en matemáticas

Daniel Rodríguez Rodríguez; Héctor Pérez Montesdeoca

doi:10.30827/pna.v19i1.29060

Autores

Daniel Rodríguez Rodríguez Universidade Europeia das Canárias, Espanha
Héctor Pérez Montesdeoca Universidade Europeia das Canárias, Espanha

DOI:

https://doi.org/10.30827/pna.v19i1.29060

Palavras-chave:

Alunos, Qualificações, Ensino secundário, Multinível, Professores

Resumo

Este estudo tem como objetivo examinar as inter-relações entre a perceção da competência pedagógica dos professores de matemática do ensino secundário obrigatório, a motivação matemática dos alunos e o seu desempenho nesta disciplina, tendo em conta as diferenças pré-existentes na inteligência dos alunos e no seu desempenho académico anterior. Foram analisados dados de 84 professores e dos seus 1945 alunos. As análises de percurso multinível revelaram associações significativas dentro e entre classes da perceção da competência do professor com a motivação matemática e o desempenho académico dos alunos.

Downloads

Não há dados estatísticos.

Referências

Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9-44. https://doi.org/10.1177/0149206311410606

Bennett, M., Ng-Knight, T. y Hayes, B. (2016). Autonomy-supportive teaching and its antecedents: differences between teachers and teaching assistants and the predictive role of perceived competence. European Journal of Psychology of Education, 32(4), 643-667. https://doi.org/10.1007/s10212-016-0321-x

Berger, J. L. y Karabenick, S. A. (2011). Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms. Learning and Instruction, 21(3), 416-428. https://doi.org/10.1016/j.learninstruc.2010.06.002

Burić I. y Kim, L. (2020). Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and Instruction, 66, 101302. https://doi.org/10.1016/j.learninstruc.2019.101302

Caprara, G. V., Barbaranelli, C., Steca, P. y Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473-490. https://doi.org/10.1016/j.jsp.2006.09.001

Cerda, G., Ortega, R., Pérez, C., Flores, C. y Melipillán, R. (2011). Inteligencia lógica y rendimiento académico en matemáticas: un estudio con estudiantes de educación básica y secundaria de Chile. Anales de Psicología, 27(2), 389-398

Cho, Y. y Shim, S. S. (2013). Predicting teachers’ achievement goals for teaching: The role of perceived school goal structure and teachers’ sense of efficacy. Teaching and Teacher Education, 32, 12-21. https://doi.org/10.1016/j.tate.2012.12.003

Dotterer, A. M., McHale, S. M. y Crouter, A. C. (2009). The development and correlates of academic interests from childhood through adolescence. Journal of Educational Psychology, 101(2), 509-519. https://doi.org/10.1037/a0013987

Eccles, J. S. y Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132. https://doi.org/10.1146/annurev.psych.53.100901.135153

Fernández-Alonso, R., Suárez-Álvarez, J. y Muñiz, J. (2015). Adolescents’ homework performance in mathematics and science: personal factors and teaching practices. Journal of Educational Psychology, 107(4), 1075-1085. https://doi.org/10.1037/edu0000032

Gasco, J. y Villarroel, J. D. (2014). La motivación en la resolución de problemas aritmético-algebraicos. Un estudio con alumnado de educación secundaria. Electronic Journal of Research in Educational Psychology, 32(1), 83-106. http://dx.doi.org/10.14204/ejrep.32.13076

Granero-Gallegos, A., Baños, R., Baena-Extremera, A. y Martínez-Molina, M. (2020). Analysis of misbehaviors and satisfaction with school in secondary education according to student gender and teaching competence. Frontiers in Psychology, 11, 63. https://doi.org/10.3389/fpsyg.2020.00063

Guo, W., Lau, K. L., Wei, J. y Bai, B. (2023). Academic subject and gender differences in high school students’ self-regulated learning of language and mathematics. Current Psychology, 42, 7965-7980. https://doi.org/10.1007/s12144-021-02120-9

Herges, R. M., Duffied, S., Martin, W. y Wageman, J. (2017). Motivation and achievement of middle school mathematics students. The Mathematics Educator, 26(1), 83-106.

Hidi, S. y Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70(2), 151-179. https://doi.org/10.3102/00346543070002151

Hines III, M. T. (2008). The interactive effects of race and teacher self efficacy on the achievement gap in school. International Electronic Journal for Leadership in Learning, 12(11), 1-11.

Holzberger, D., Maurer, C., Kunina-Habenicht, O. y Kunter, M. (2021). Ready to teach? A profile analysis of cognitive and motivational-affective teacher characteristics at the end of pre-service teacher education and the long-term effects on occupational well-being. Teaching and Teacher Education, 100, 103285. https://doi.org/10.1016/j.tate.2021.103285

Holzberger, D., Philipp, A. y Kunter, M. (2014). Predicting teachers’ instructional behaviors: the interplay between self-efficacy and intrinsic needs. Contemporary Educational Psychology, 39(2), 100-111. https://doi.org/10.1016/j.cedpsych.2014.02.001

Jeschke., Lindmeier, A. y Heinze, A. (2021). From knowledge to action: does the competence to prepare and reflect on instruction mediate between mathematics teacher knowledge and the competence to act in the classroom? A mediation analysis. Journal für Mathematik-Didaktik, 42, 159-186. https://doi.org/10.1007/s13138-020-00171-2

Jowett, S., Warburton, V. E., Beaumont, L. C. y Felton, L. (2023). Teacher–Student relationship quality as a barometer of teaching and learning effectiveness: Conceptualization and measurement. British Journal of Educational Psychology, 93(3), 842-861. https://doi.org//10.1111/bjep.12600

Kaur, B. (2008). Teaching and learning of mathematics: What really matters to teachers and students? ZDM. International Journal on Mathematics Education, 40, 951-962. https://doi.org/10.1007/s11858-008-0128-6

Klassen, R. M., Bong, M., Usher, E. L., Chong, W. H., Huan, V. S., Wong, I. Y. F. y Georgiou, T. (2009). Exploring the validity of a teachers’ self-efficacy scale in five countries. Contemporary Educational Psychology, 34, 67-76. https://doi.org/10.1016/j.cedpsych.2008.08.001

Korthagen, F. A. y Evelein, F. G. (2016). Relations between student teachers' basic needs fulfillment and their teaching behavior. Teaching and Teacher Education, 60, 234-244. https://doi.org/10.1016/j.tate.2016.08.021

Kunter, M., Kleickmann, T., Klusmann, U. y Richter, D. (2013). The development of teachers’ professional competence. En M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss y M. Neubrand (Eds.), Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers (pp. 63-77). Springer.

Lauermann, F. y ten Hagen, I. (2021). Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes. Educational Psychologist, 56(4), 265-282. https://doi.org/10.1080/00461520.2021.1991355

Loría, J. R. y Lupiáñez, J. L. (2019). Estudio del conocimiento de profesores de secundaria sobre procesos matemáticos. PNA, 13(4), 247-269. https://doi.org/10.30827/pna.v13i4.8892

Lüdtke, O., Marsh, H. W., Robitzsch, A., Trautwein, U., Asparouhov, T. y Muthén, B. (2008). The multilevel latent covariate model: A new, more reliable approach to group-level effects in contextual studies. Psychological Methods, 13(3), 203-229. https://doi.org/10.1037/a0012869

Malmberg, L. E., Hagger, H. y Webster, S. (2014). Teachers’ situation-specific mastery experiences: Teacher, student group and lesson effects. European Journal of Psychology of Education, 29(3), 429-451. https://doi.org/10.1007/s10212-013- 0206-1

Marsh, H. W., Lüdtke, O., Nagengast, B., Trautwein, U., Morin, A. J., Abduljabbar, A. S. y Köller, O. (2012). Classroom climate and contextual effects: Conceptual and methodological issues in the evaluation of group-level effects. Educational Psychologist, 47(2), 106-124. https://doi.org/10.1080/00461520.2012.670488

Maulana, R., Opdenakker, M. C. y Bosker, R. (2016). Teachers' instructional behaviors as important predictors of academic motivation: Changes and links across the school year. Learning and Individual Differences, 50, 147-156. https://doi.org/10.1016/j.lindif.2016.07.019

Midgley, C., Feldlaufer, H. y Eccles, J. (1989). Change in teacher efficacy and student self- and task-related beliefs in mathematics during the transition to junior high school. Journal of Educational Psychology, 81, 247-258.

Miller, A. D., Ramirez, E. M. y Murdock, T. B. (2017). The influence of teachers’ self-efficacy on perceptions: Perceived teacher competence and respect and student effort and achievement. Teaching and Teacher Education, 64, 260-269. https://doi.org/10.1016/j.tate.2017.02.008

OECD. (2018). How do primary and secondary teachers compare? OECD Publishing.

Pedersen, J. V. y Nielsen, M. W. (2024). Gender, self-efficacy and attrition from STEM programmes: evidence from Danish survey and registry data. Studies in Higher Education, 49(1), 47-61. https://doi.org/10.1080/03075079.2023.2220702

Perera, H. N. y John, J. E. (2020). Teachers’ self-efficacy beliefs for teaching math: Relations with teacher and student outcomes. Contemporary Educational Psychology, 61, 101842. https://doi.org/10.1016/j.cedpsych.2020.101842

Pintrich, P. R. y Schunk, D. H. (2006). Motivación en contextos educativos. Teoría, investigación y aplicaciones (2ª Ed.). Pearson Educación.

Praetorius, A. K., Lauermann, F., Klassen, R. M., Dickhäuser, O., Janke, S. y Dresel, M. (2017). Longitudinal relations between teaching-related motivations and student-reported teaching quality. Teaching and Teacher Education, 65, 241-254. https://doi.org/10.1016/j.tate.2017.03.023

Preacher, K., Zhang, Z. y Zyphur, M. (2011). Alternative methods for assessing mediation in multilevel data: The advantages of multilevel SEM. Structural Equation Modeling, 18(2), 161-182. https://doi.org/10.1080/10705511.2011.557329

Raven J. C., Raven, J. y Court, J. H. (2005). Test de matrices progresivas: escala general (2ª ed.). Paidós.

Schwarzer, R. y Hallum, S. (2008). Perceived teacher self-efficacy as a predictor of job stress and burnout. Applied Psychology: An International Review, 57, 152-171. https://doi.org/10.1111/j.1464-0597.2008.00359.x

Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L. y Macnamara, B. N. (2018). To what extent and under which circumstances are growth mind-sets important to academic achievement? Two meta-analyses. Psychological Science, 29(4), 549-571. https://doi.org/10.1177/0956797617739704

Smedsrud, J. H., Nordahl-Hansen, A. e Idsøe, E. (2022). Mathematically gifted students’ experience with their teachers’ mathematical competence and boredom in school: a qualitative interview study. Frontiers in Psychology, 13, 876350. https://doi.org/10.3389/fpsyg.2022.876350

Song, H. y Zhou, M. (2021). STEM teachers’ preparation, teaching beliefs, and perceived teaching competence: A multigroup structural equation approach. Journal of Science Education and Technology, 30, 394-407. https://doi.org/10.1007/s10956-020-09881-1

Stapleton, L. M., Yang, J. S. y Hancock, G. R. (2016). Construct meaning in multilevel settings. Journal of Educational and Behavioral Statistics, 41(5), 481-520. https://doi.org/10.3102/1076998616646200

Tschannen-Moran M. y Woolfolk, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education. 17, 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1

Yang, X. y Kaiser, G. (2022). The impact of mathematics teachers’ professional competence on instructional quality and students’ mathematics learning outcomes. Current Opinion in Behavioral Sciences, 48, 101225. https://doi.org/10.1016/j.cobeha.2022.101225

Yeung, A. S., Craven, R. G. y Kaur, G. (2014). Teachers’ self-concept and valuing of learning: Relations with teaching approaches and beliefs about students. Asia-Pacific Journal of Teacher Education, 42(3), 305-320. https://doi.org/10.1080/1359866X.2014.905670

Zajda, J. (2018). Motivation in the classroom: Creating effective learning environments. Educational Practice and Theory, 40(2), 85-103. https://doi.org/10.7459/ept/40.2.06

Zee, M. y Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015. https://doi.org/10.3102/0034654315626801

Zee, M., Koomen, H. M. y de Jong, P. F. (2018). How different levels of conceptualization and measurement affect the relationship between teacher self-efficacy and students’ academic achievement. Contemporary Educational Psychology, 55, 189-200. https://doi.org/10.1016/j.cedpsych.2018.09.00