University classroom. Influence of motivational climate and teaching style on students' self-regulation and performance

DOI: https://doi.org/10.5209/rced.74455
Keywords: teaching style, classroom motivational climate, achievement goal orientations, emotion self-regulation, motivation self-regulation
Agencies: Third author funded by personal grant under Ikerbasque programme

Abstract

If we understand the influence the teacher action in the classroom has on students' educational processes, we can project teachers' training programs to promote learning. This research studies the influence of the university instructional environment, defined by the Teaching Styles and the Classroom Motivational Climate, on the perception of motivational changes, emotion, and motivation self-regulation, academic performance, and how students' initial motivational orientations moderate this influence. A total of 214 students participated in the study. Three predictive models were analyzed. Results indicate, first, that motivational orientation moderates the perception of the instructional environment: avoidance orientation is associated with negative perception; second, both the Classroom Motivational Climate and the Teaching Style favor learning oriented motivation, learning-oriented emotion self-regulation style, and the students' attribution of motivational changes to the teacher; third, Classroom Motivational Climate seems to mitigate avoidance oriented self-regulation style. Finally, the Teaching Style is the only variable that positively and significantly predicts academic performance.

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Author Biographies

Jesús Alonso-Tapia, Universidad Autónoma de Madrid

Jesús Alonso-Tapia is an emeritus Professor in Psychological and Educational Assessment at the Universidad Autónoma de Madrid, Spain. He is specialized in motivation, self-regulation, resilience, and learning assessment. He has taught numerous courses on his specialty topics and, particularly, on motivation, to most Spanish universities and other educational levels. In research, he has worked mainly on motivation, reading comprehension, teaching thinking strategies, and the evaluation of learning and attitudes. He received the First National Price of Education in 1997 in Spain for his works about learning assessment. At the time, he has published more than 140 research papers and 20 books.

Ernesto Panadero, Universidad de Deusto

Work as Ikerbasque Research Associate at Universidad de Deusto (Bilbao, Spain) and hold an Honorary Professorship at the Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University (Australia). Also, work as external consultant and undertake full-days workshop for educational institutions (especially universities) interested in educational assessment and self-regulated learning.

His research focuses on understanding how to employ educational psychology methods and theories for educational assessment effects. His research emphasizes the following areas: first, the understanding and promotion of self-regulated learning. Second, formative assessment practices exploring their effects on educational variables (e.g. self-regulated learning, self-efficacy, academic performance). Third, the relationship between self-regulated learning and the use of formative assessment (self-assessment, peer assessment, and formative uses of feedback). And finally, my research on educational assessment also explores the psychological correlates of self and peer assessment (e.g. interpersonal and social variables).

In 2016 he created the Education, Regulated Learning & Assessment (ERLA) research group. In 2017 he received the Erik de Corte, an award given by the EARLI to a promising early career European researcher in the field of Learning and Instruction.

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Published
2022-03-14
How to Cite
Abello D. M., Alonso-Tapia J. y Panadero E. (2022). University classroom. Influence of motivational climate and teaching style on students’ self-regulation and performance. Revista Complutense de Educación, 33(3), 399-412. https://doi.org/10.5209/rced.74455
Issue
Vol. 33 No. 3 (2022)
Section
Articles

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