Estilo de enseñanza del profesor y su relación con la procrastinación y satisfacción académica de los estudiantes de ingeniería

Miguel Angel Alva Rodriguez

doi:10.31637/epsir-2024-1201

Authors

Miguel Angel Alva Rodriguez Universidad Tecnológica del Perú

DOI:

https://doi.org/10.31637/epsir-2024-1201

Keywords:

teaching style, procastination, academic satisfaccion, self-regulation, university, professor, student, engineering

Abstract

Introduction: The way the professor teaches in university classrooms is a relevant factor within the professional training of young students; it is possible that the teaching style is linked to emotional, psychological and academic aspects of future engineers. Therefore, the main objective of the research was to know how the professor's teaching styles are related to procrastination and academic satisfaction in engineering students. Methodology: The research was developed under a quantitative, correlational, non-experimental cross-sectional approach; 287 engineering students from Lima, Peru participated. Results: The results indicated that all teaching styles are negatively linked to procrastination, highlighting the index with the open style (r=-0,23, p<0,01); on the other hand, academic self-regulation was positively linked to all styles, highlighting the correlation index with the open (r=0,30, p<0,001) and functional (r=0,36, p<0,01) styles. Regarding academic satisfaction, it was observed that this variable was related to all styles, especially with the open teaching style (r=0,49, p<0,001); procrastination showed a negative relationship with academic satisfaction. Discussion: The results of the study allow us to improve the understanding of educational dynamics in the area of engineering. Conclusions: Teaching styles were negatively correlated with procrastination, while satisfaction was positively correlated with teaching styles but negatively correlated with procrastination.

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Author Biography

Miguel Angel Alva Rodriguez, Universidad Tecnológica del Perú

Academic research coordinator at the Universidad Tecnológica del Perú. Master's Degree in University Teaching from the Universidad Nacional Mayor de San Marcos, Master's Degree in Mathematics Teaching in Secondary Education and High School from the Universidad Internacional de la Rioja Spain, Bachelor and Bachelor's Degree in Secondary Education specialising in Mathematics and Physics. With experience as a mathematics teacher in secondary education and research teacher at university level.

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