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The connection betweenperceived constructivist learning environments and faculty uncivil authoritarian behaviors

The connection betweenperceived constructivist learning environments and faculty uncivil... This study examined the impact of constructivist-based activities in the classroom 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 behaviors. 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] Questionnaire, including three constructs: constructive activity, teacher-student interaction, and cooperative dialogue. Data were analyzed by using partial least squares structural equation modeling (PLS-SEM) advised to be applied 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 constructive activity construct, whereas a slightly smaller impact of the teacher-student interaction on PFI, mediated by constructive activity, was shown. This study links learning processes, aimed at fostering a dialogic thinking, to increased levels of democratic and respectful environments, wherein conflicts may be resolved through dialogue and not by exerting power over students by creating uncivil environments. 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

Alt, Dorit; Itzkovich, Yariv
Higher Education , Volume 77 (3) – Jun 4, 2018
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18 pages

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

Abstract

This study examined the impact of constructivist-based activities in the classroom 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 behaviors. 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] Questionnaire, including three constructs: constructive activity, teacher-student interaction, and cooperative dialogue. Data were analyzed by using partial least squares structural equation modeling (PLS-SEM) advised to be applied 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 constructive activity construct, whereas a slightly smaller impact of the teacher-student interaction on PFI, mediated by constructive activity, was shown. This study links learning processes, aimed at fostering a dialogic thinking, to increased levels of democratic and respectful environments, wherein conflicts may be resolved through dialogue and not by exerting power over students by creating uncivil environments.

Journal

Higher Education – Springer Journals

Published: Jun 4, 2018

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