Please use this identifier to cite or link to this item:
https://hdl.handle.net/10316/89009
Title: | Personal and Pedagogical Interaction Factors as Determinants of Academic Achievement | Authors: | Cardoso, Ana Paula Ferreira, Manuela Abrantes, José Luís Seabra, Cláudia Costa, Cesário |
Keywords: | Academic achievement; learning performance; teacher-student interaction; student-student interaction; self-esteem | Issue Date: | 2011 | Publisher: | Elsevier | Project: | FCOMP-01-0124-FEDER-008427 | Serial title, monograph or event: | Procedia - Social and Behavioral Sciences | Volume: | 29 | Abstract: | This study intends to relate self-esteem, teacher-student interaction, student-student interaction and learning performance, and its direct and indirect relationships with academic achievement. Using a sample of about 2000 Portuguese high school students, a structural model reveals that low social self-esteem directly and negatively influences teacher-student interaction and student-student interaction and also learning performance. Teacher-student interaction directly and positively influences student-student interaction. Teacher student-interaction and student-student interaction directly and positively influence learning performance, which in turn influences directly and positively academic achievement. Corroborating previous studies, these findings suggest that an appropriate pedagogical interaction provides an effective learning environment that enhances student́s learning outcomes, namely academic achievement. Recommendations for teachers and school managers are addressed. | Description: | International Conference on Education and Educational Psychology (ICEEPSY 2011) | URI: | https://hdl.handle.net/10316/89009 | ISSN: | 18770428 | DOI: | 10.1016/j.sbspro.2011.11.402 | Rights: | openAccess |
Appears in Collections: | I&D CEGOT - Artigos em Revistas Internacionais |
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Personal and Pedagogical Interaction Factors as Determinants of Academic Achievement.pdf | 440.57 kB | Adobe PDF | View/Open |
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