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

  1. Abello, Diana Margarita 1
  2. Alonso-Tapia, Jesús 2
  3. Panadero, Ernesto 3
  1. 1 Universidad Pedagógica Nacional
    info

    Universidad Pedagógica Nacional

    Ciudad de México, México

    ROR https://ror.org/023m5rq87

  2. 2 Universidad Autónoma de Madrid
    info

    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

  3. 3 niversidad de Deusto (España) & IKERBASQUE, Basque Foundation for Science, Bilbao
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Revista:
Revista complutense de educación

ISSN: 1130-2496,  1988-2793

Año de publicación: 2022

Volumen: 33

Número: 3

Páginas: 399-412

Tipo: Artículo

DOI: 10.5209/RCED.74455 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista complutense de educación

Resumen

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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