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Vol. 28. Issue 1.
Pages 19-25 (January - June 2023)
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Vol. 28. Issue 1.
Pages 19-25 (January - June 2023)
Original
Communicative teaching style as predictor of students’ passion and dedication
El estilo comunicativo del profesorado como predictor de la pasión y dedicación del alumnado
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Zuleica Ruiz-Alfonsoa,
Corresponding author
zruizalf@ull.edu.es

Corresponding author. Department of Teaching and Educational Research, University of La Laguna, Av. Trinidad s/n., Campus Central, 38204, La Laguna, Tenerife, Spain.
, Lidia E. Santana-Vegaa, Robert J. Vallerandb
a University of La Laguna
b Université du Québec à Montréal, Laboratoire de Recherche sur le Comportement Social
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Abstract

The aim of this study was to analyse the relations between three different communicative teaching styles (gain-framing, loss-framing and amotivational style) and students’ passion and dedication to study after school hours. We recruited 407 students and data was evaluated through path analyses. Results showed that teachers’ communicative style that encouraged students to engage in an activity, highlighting the benefits of this engagement (gain-framing style), positively predicted students’ passion; teachers’ communicative style that emphasised the importance of avoiding failure and the cost of not being engaged in the activity (loss-framing style) negatively predicted students’ passion; teachers’ communicative style that underlined that there were no connections between students’ behaviour and the results they obtained in class (amotivational framing style) was not related to students’ passion. In turn, students’ passion strongly predicted their dedication to study. Additionally, passion mediated the relation between teachers’ communicative style and students’ dedication. Findings evidence, for the first time in the literature, the effect of different teachers’ communicative styles on students’ passion and dedication. Results are discussed in terms of their implications for the academic context and educational practice.

Keywords:
Communicative style
Teaching quality
Path analysis
Passion
Dedication
Resumen

El objetivo de este estudio es analizar en qué medida los diferentes tipos de estilo comunicativo del profesorado son un predictor importante de la pasión del alumnado y del tiempo que dedica a estudiar. Se utiliza una muestra de 407 estudiantes y los datos se analizan a través del análisis de senderos (path analysis). Los resultados muestran que el estilo comunicativo del docente que refuerza los beneficios de implicarse en la actividad (gain framing) predice positiva y significativamente la pasión del alumnado; el estilo comunicativo que refuerza el coste o los aspectos negativos de no implicarse en la actividad (loss framing) está negativa y significativamente relacionado con la pasión; el estilo comunicativo que enfatiza que no hay contingencias entre el comportamiento del alumnado y los resultados que obtiene (amotivation framing), no se relaciona de manera significativa con la pasión. A su vez, la pasión se relaciona de manera positiva y significativa con el tiempo dedicado a estudiar y media la relación entre el estilo comunicativo del docente y la dedicación. Estos resultados evidencian, por primera vez, el efecto de los distintos estilos comunicativos del docente en la pasión y la dedicación del alumnado. Los resultados se discuten en términos de su implicación en el contexto académico y la práctica educativa.

Palabras clave:
Estilo comunicativo
Calidad didáctica
Análisis de senderos
Pasión
Dedicación

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