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Teachers' interpersonal styles and fear of failure from the perspective of physical education students.

ABSTRACT: A growing body of research-based knowledge has been generated for the purpose of better understanding the reciprocal and dynamic relationship between teachers' instructional characteristics and students' psychosocial and learning outcomes. This study specifically examined the relationship between teachers' interpersonal styles and fear of failure outcomes in physical education students. Five hundred sixty-two middle school and high school students in Physical Education classes (PE) participated in the study. Students completed questionnaires that assessed instructors' autonomy-supportive and controlling teaching styles and students' own fear of failure. A person-centered analysis was used to test the hypotheses. The results revealed that higher teacher autonomy support was associated with lower student fear of failure. To the contrary, a controlling teaching style was associated with fear of failure in these students. Two profiles emerged in which moderate fear of failure was associated with a stronger perception of a controlling teacher style and lower levels of fear of failure were associated with greater perceived instructor support for autonomy.

SUBMITTER: Huescar Hernandez E

PROVIDER: S-EPMC7314011 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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Teachers' interpersonal styles and fear of failure from the perspective of physical education students.

Huéscar Hernández Elisa E Moreno-Murcia Juan Antonio JA Espín José J

PloS one 20200624 6

A growing body of research-based knowledge has been generated for the purpose of better understanding the reciprocal and dynamic relationship between teachers' instructional characteristics and students' psychosocial and learning outcomes. This study specifically examined the relationship between teachers' interpersonal styles and fear of failure outcomes in physical education students. Five hundred sixty-two middle school and high school students in Physical Education classes (PE) participated ...[more]

PMID: 32579576

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Project description:BackgroundStudents from Bangladesh pursuing STEM education often encounter obstacles when tackling diverse mathematical problems within various educational settings. Frequently, they find themselves lacking the essential prerequisite knowledge and strong foundational skills necessary to engage with the teaching and learning resources utilized at the undergraduate level, resulting in a significant number of students needing to seek readmission annually.ObjectiveThe objective of this study is to explore the determinants of academic achievement among university undergraduates majoring in mathematics in Bangladesh. Employing a mixed-method research approach, the study combines quantitative and qualitative data analysis to examine the viewpoints of both students and educators concerning these factors. The authors primarily emphasize classifying the factors that impact the efficacy of mathematics pedagogical methods.MethodologyThe study is structured into three phases: i. An initial exploratory qualitative survey. ii. A quantitative triangulation survey. iii. Followed by explanatory semi-structured interviews.FindingsTo begin, the initial qualitative survey identified significant factors that contribute to students' achievements and setbacks in mathematics. Subsequently, the quantitative analysis verified both similarities and distinctions in the perspectives of students and educators. Furthermore, the correlation coefficient analysis revealed that male students frequently exhibit inconsistency and a lack of enthusiasm for studying, resulting in subpar performance. Conversely, female students frequently cited challenges like the difficulty of connecting mathematical theories to real-world applications, heavy course loads, and limited resources as reasons for their academic difficulties. Lastly, insights from interviews with students highlighted their acknowledgment of inadequate study practices, excessive reliance on memorization, suboptimal teaching methods, low motivation, and external distractions as key factors leading to their struggles. They also recognized the importance of consistent practice, a solid comprehension of concepts, regular study routines, and effective learning strategies for successful mathematics education. In contrast, educators emphasized the significance of students having clear concepts, natural aptitude, motivation, and a sense of curiosity as pivotal elements for successful learning in mathematics.ConclusionThis conclusion suggests a new beginning in the realm of local mathematics pedagogy, achieved by scrutinizing teacher-student feedback about the factors influencing success and failure, considering the diverse individual and contextual variables at play. To foster mutual trust and understanding between students and teachers, it may be beneficial to engage in open discussions and interactions.

Dataset Information

Teachers' interpersonal styles and fear of failure from the perspective of physical education students.

Publications

Teachers' interpersonal styles and fear of failure from the perspective of physical education students.

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