The connection betweenperceived constructivist learning environments and faculty uncivil authoritarian behaviors

The connection betweenperceived constructivist learning environments and faculty uncivil... High Educ https://doi.org/10.1007/s10734-018-0281-y The connection between perceived constructivist learning environments and faculty uncivil authoritarian behaviors 1 1 Dorit Alt & Yariv Itzkovich Springer Science+Business Media B.V., part of Springer Nature 2018 Abstract This study examined the impact of constructivist-based activities in the class- room on students’ perception of their teachers’ authoritarian-based behaviors measured by their uncivil behaviors. It was postulated that teachers who use nonconstructivist activities in their classrooms might also demonstrate uncivil authoritarian-based behav- iors. Data were gathered from 150 undergraduate students by the Perceived Faculty Incivility Scale (PFIS), including passive and active faculty incivility constructs (PFI/ AFI), and the Constructivist Learning in Higher Education Settings [CLHES] Question- naire, including three constructs: constructive activity, teacher-student interaction, and cooperative dialogue. Data were analyzed by using partial least squares structural equationmodeling(PLS-SEM) advisedtobeapplied if the primary objective of applying structural equation modeling is prediction of target constructs. According to the results, a significantly higher mean result of PFI compared with the mean result of the AFI variable was indicated. Based on the empirical model results, cooperative dialogue exerted a pronounced negative effect on PFI directly and indirectly through the con- structive activity construct, whereas a slightly smaller impact of the teacher-student http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Higher Education Springer Journals

The connection betweenperceived constructivist learning environments and faculty uncivil authoritarian behaviors

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Publisher
Springer Netherlands
Copyright
Copyright © 2018 by Springer Science+Business Media B.V., part of Springer Nature
Subject
Education; Higher Education
ISSN
0018-1560
eISSN
1573-174X
D.O.I.
10.1007/s10734-018-0281-y
Publisher site
See Article on Publisher Site

Abstract

High Educ https://doi.org/10.1007/s10734-018-0281-y The connection between perceived constructivist learning environments and faculty uncivil authoritarian behaviors 1 1 Dorit Alt & Yariv Itzkovich Springer Science+Business Media B.V., part of Springer Nature 2018 Abstract This study examined the impact of constructivist-based activities in the class- room on students’ perception of their teachers’ authoritarian-based behaviors measured by their uncivil behaviors. It was postulated that teachers who use nonconstructivist activities in their classrooms might also demonstrate uncivil authoritarian-based behav- iors. Data were gathered from 150 undergraduate students by the Perceived Faculty Incivility Scale (PFIS), including passive and active faculty incivility constructs (PFI/ AFI), and the Constructivist Learning in Higher Education Settings [CLHES] Question- naire, including three constructs: constructive activity, teacher-student interaction, and cooperative dialogue. Data were analyzed by using partial least squares structural equationmodeling(PLS-SEM) advisedtobeapplied if the primary objective of applying structural equation modeling is prediction of target constructs. According to the results, a significantly higher mean result of PFI compared with the mean result of the AFI variable was indicated. Based on the empirical model results, cooperative dialogue exerted a pronounced negative effect on PFI directly and indirectly through the con- structive activity construct, whereas a slightly smaller impact of the teacher-student

Journal

Higher EducationSpringer Journals

Published: Jun 4, 2018

References

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