Motivation and teachers’ relevance from families and students’ perception
The transition from primary education to high school is a critical period for the students’ development that is a cause for concern among families, a time when the teachers acquire a remarkable relevance. Specifically, some of the factors affecting the well-being and performance of students and thei...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad
2020-06-01
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| Series: | INFAD |
| Subjects: | |
| Online Access: | http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/1765 |
| _version_ | 1797972864055377920 |
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| author | Antonio Cervero Antonio Urbano Contreras Lucía Álvarez Blanco |
| author_facet | Antonio Cervero Antonio Urbano Contreras Lucía Álvarez Blanco |
| author_sort | Antonio Cervero |
| collection | DOAJ |
| description | The transition from primary education to high school is a critical period for the students’ development that is a cause for concern among families, a time when the teachers acquire a remarkable relevance. Specifically, some of the factors affecting the well-being and performance of students and their educational development are the motivation and the importance attached to the teacher. Account taken of the above, this research aims to analyze whether there are differences between the perception of students and their families of different aspects related to these factors. To this end, a questionnaire was used on a sample of 158 participants (103 students and 55 parents), analyzing statistically significant differences using the Mann-Whitney U. Results show discrepancies in the perception of aspects such as whether the teacher helps the student, cares about their personal problems, or encourage them to improve their marks. These data prove a diversity of points of view among the students and their families, which may result from a lack of communication or information about the activities performed in the educational institution. Therefore, it is advisable to improve these aspects to establish a shared vision that would allow students to move forward in the same direction as the families and the educational institution. |
| first_indexed | 2024-04-11T03:55:00Z |
| format | Article |
| id | doaj.art-36f71fc78f2540f2a9b8ec7ffd41e346 |
| institution | Directory Open Access Journal |
| issn | 0214-9877 2603-5987 |
| language | English |
| last_indexed | 2024-04-11T03:55:00Z |
| publishDate | 2020-06-01 |
| publisher | Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad |
| record_format | Article |
| series | INFAD |
| spelling | doaj.art-36f71fc78f2540f2a9b8ec7ffd41e3462023-01-02T00:41:01ZengAsociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y DiscapacidadINFAD0214-98772603-59872020-06-01119310010.17060/ijodaep.2020.n1.v1.17651431Motivation and teachers’ relevance from families and students’ perceptionAntonio Cervero0Antonio Urbano Contreras1Lucía Álvarez Blanco2Universidad de OviedoUniversidad de OviedoUniversidad de OviedoThe transition from primary education to high school is a critical period for the students’ development that is a cause for concern among families, a time when the teachers acquire a remarkable relevance. Specifically, some of the factors affecting the well-being and performance of students and their educational development are the motivation and the importance attached to the teacher. Account taken of the above, this research aims to analyze whether there are differences between the perception of students and their families of different aspects related to these factors. To this end, a questionnaire was used on a sample of 158 participants (103 students and 55 parents), analyzing statistically significant differences using the Mann-Whitney U. Results show discrepancies in the perception of aspects such as whether the teacher helps the student, cares about their personal problems, or encourage them to improve their marks. These data prove a diversity of points of view among the students and their families, which may result from a lack of communication or information about the activities performed in the educational institution. Therefore, it is advisable to improve these aspects to establish a shared vision that would allow students to move forward in the same direction as the families and the educational institution.http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/1765motivaciónrelevancia docenteperiodo de transicióneducación primariafamilia |
| spellingShingle | Antonio Cervero Antonio Urbano Contreras Lucía Álvarez Blanco Motivation and teachers’ relevance from families and students’ perception INFAD motivación relevancia docente periodo de transición educación primaria familia |
| title | Motivation and teachers’ relevance from families and students’ perception |
| title_full | Motivation and teachers’ relevance from families and students’ perception |
| title_fullStr | Motivation and teachers’ relevance from families and students’ perception |
| title_full_unstemmed | Motivation and teachers’ relevance from families and students’ perception |
| title_short | Motivation and teachers’ relevance from families and students’ perception |
| title_sort | motivation and teachers relevance from families and students perception |
| topic | motivación relevancia docente periodo de transición educación primaria familia |
| url | http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/1765 |
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