Pedagogical Interaction and Learning Performance as Determinants of Academic Achievement. (16th January 2015)

• Record Type: Journal Article
• Authors: Costa, Cesário; Cardoso, Ana Paula; Lima, Margarida Pedroso; Ferreira, Manuela; Abrantes, José Luís
• Is Part Of: Procedia--social and behavioral sciences. Volume 171(2015)
• Page Start: 874
• Page End: 881
• Publication Date: 2015-01-16
• Subjects: Academic achievement -- learning performance -- pedagogical interaction; Social sciences -- Periodicals; Social sciences -- Congresses; Arts -- Periodicals; Arts -- Congresses; Humanities -- Periodicals; Humanities -- Congresses; 300
• DOI: 10.1016/j.sbspro.2015.01.203
• Languages: English
• ISSNs: 1877-0428

Abstract

Abstract: This investigation aims to relate teacher competencies, student-student interactions and learning performance, and its direct and indirect effects on academic achievement of high school students. A quantitative research was carried out, involving a representative sample of 1986 students attending Secondary Education Schools located in the central region of Portugal. The results obtained through the structural model show that perceived teacher competencies influence student-student interactions and learning performance positively and significantly; student-student interactions positively and significantly influence the learning performance which, in turn, influences positively and significantly students' academic achievement. The established model provides insights for a better understanding of the importance of communication, in the context of the classroom, and of the students' learning involvement in the academic activities, towards the promotion of school success.