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Revista de estudios y experiencias en educación

On-line version ISSN 0718-5162

Abstract

MALUENDA ALBORNOZ, Jorge; FLORES-OYARZO, Gabriela; VARAS CONTRERAS, Marcela  and  DIAZ MUJICA, Alejandro. Interpersonal behavior of the teacher associated with the Academic Commitment of first year engineering students. Rev. estud. exp. educ. [online]. 2020, vol.19, n.39, pp.145-161. ISSN 0718-5162.  http://dx.doi.org/10.21703/rexe.20201939maluenda8.

There is a relationship between the interpersonal behavior of the teacher, the academic commitment and the academic performance of the students. However, there is little clarity about the specific behaviors that affect academic engagement. The objective of the present research is to characterize the interpersonal behavior of teachers from the "Model for Interpersonal Teacher Behavior" (MITB) that favors the academic commitment of first year university students, from their own experience. A qualitative study was carried out, with a phenomenological approach that used a homogeneous sampling of students and Thematic Analysis for data processing. The results showed that there are behaviors associated with the "best teacher", typical of the Domination-Cooperation poles according to the MITB model, in addition to a more limited number of teacher behaviors related to the students. It was concluded that there is a relationship between the interpersonal behavior of the teacher and the academic commitment of the student, with specific behaviors that link them.

Keywords : Interpersonal teacher behavior; engineering education; study engagement; teacher-student relationship.

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