The Relationship between Teaching Skills, Academic Emotion, Academic Stress and Mindset in University Student Academic Achievement Prediction: A PLS-SEM Approach

Authors

  • Nabi Nazari Department of Psychology, Faculty of Human Science, Hamadan Branch, Islamic Azad University, Hamadan, Iran
  • Davod Mirzaei Far Faculty of Human Science, Department of Educational Science, University Bu-ALI Sina, Hamadan, Iran

DOI:

https://doi.org/10.6000/2292-2598.2019.07.03.9

Keywords:

Teaching skill, academic emotion, academic stress, mindset, structural equation modeling, Smartpls, higher education.

Abstract

This cross-sectional study conducted to develop a model for predicting academic achievement of university students by investigating the relationship between teaching skills, academic emotions (positive and negative), and academic stress associated with Mindset (growth and fixed) using structural equation modeling. The statistical population consisted of 360 students of the Islamic Azad University of Hamedan who were selected randomly using a relative stratified method. The study was descriptive and correlational. The data were analyzed by SPSS version 25 and SmartPLS version 3.2.8. First, the validity of the model was estimated using Cronbach's alpha, composite reliability, convergent validity, and divergent validity; then, the coefficient of determination, effect size, and Stone-Geisser criterion were calculated for evaluating the structural model. The results showed that the validity and adequacy of the suggested model were suitable. Thus, it could be used in different situations by experts in related areas. The relationship between growth Mindset and academic achievement was significant; growth Mindset moderated the effect of negative emotion and stress on academic achievement the crucial role of professor skills in the academic achievement of students was confirmed directly or through its effect on positive emotion. The effect of teaching skills was not significant on the academic achievement of students with fixed Mindset, while the effect of academic stress confirmed on these students. Therefore, the identification of students with fixed Mindset and psychological interventions for these students can be useful in their academic achievement and their mental health.

References

Bassi M, Meghir C, Reynoso A. Education quality and teaching practices. National Bureau of Economic Research 2016.

https://doi.org/10.3386/w22719

Aleixo AM, Leal S, Azeiteiro UM. Conceptualization of sustainable higher education institutions, roles, barriers, and challenges for sustainability: An exploratory study in Portugal. Journal of Cleaner Production 2018; 172: 1664-73.

https://doi.org/10.1016/j.jclepro.2016.11.010

Arasteh H. Education and Evolution of Higher Education: Historical Developments and Problems of Developing Countries 2005; 36.

Saleem MA, Qureshi MI. Credentials and examination of the factors affecting the students’ academic achievement in higher education (a case study of universities in public & private sector at di khan). Gomal University Journal of Research 2011; 27(2): 74-80.

Mousapour N. Concept of teaching and its basic questions. Development in Medical Education 2004; 48.

Hoveida R, Molavi H. Improving the quality of education from viewpoint of faculty members of universities in Isfahan province: a comparison based on AQIP. Education in Medical Sciences 2004; 8(1): 132-141.

García-Ruiz R, Guerra Liaño S, González Fernández N, Álvarez Arregui E. Estudio exploratorio de las percepciones del profesorado universitario respecto a la gestión de la docencia 2010.

https://doi.org/10.5944/educxx1.13.2.242

López-Cámara AB, González-López I, de León-Huertas C. Exploratory factor analysis to construct a model of university teaching evaluation indicators/Un análisis factorial exploratorio para la construcción de un modelo de indicadores de evaluación docente universitaria. Cultura y Educación 2015; 27(2): 337-71.

https://doi.org/10.1080/11356405.2015.1035546

Hanushek. Piopiunik M. Wiederhold S. The Value of Smarter Teachers: International Evidence Teacher Cognitive Skills and Student Performance. Harvard Kennedy School79 JFK Street, Taubman304.Harvey, Lee, and James Williams. 2010. “Fifteen Years of Quality in Higher Education (Part two).”Quality in Higher Education 2013; 16(2): 81-113.

Espinosa LM. Curriculum and assessment considerations for young children from culturally linguistically, and economically diverse backgrounds. Psychology in the Schools 2005; 42: 837-853.

Pekrun R. The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review 2006; 18(4): 315-41.

https://doi.org/10.1007/s10648-006-9029-9

Pekrun R, Goetz T, Frenzel AC, Barchfeld P, Perry RP. Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology 2011; 36(1): 36-48.

https://doi.org/10.1016/j.cedpsych.2010.10.002

Pekrun R, Stephens EJ. Academic emotions. In Harris KR, Graham S, Urdan T, Graham S, Royer JM, Zeidner M, (Eds.), APA handbooks in psychology. APA educational psychology handbook. Individual differences and cultural and contextual factors Washington, DC, US: American Psychological Association 2012; Vol. 2: pp. 3-31.

http://dx.doi.org/10.1037/13274-001

Villavicencio FT, Bernardo AB. Positive academic emotions moderate the relationship between self-regulation and academic achievement. British Journal of Educational Psychology 2013; 83(2): 329-40.

https://doi.org/10.1111/j.2044 8279.2012.02064.x

Hernández-Amorós MJ, Urrea-Solano ME. Working with Emotions in the classroom: Future teachers’ attitudes and education. Procedia-Social and Behavioral Sciences 2017; 237: 511-9.

https://doi.org/10.1016/j.sbspro.2017.02.100

Saha D. Every hour, one student commits suicide in India. Hindustan Times 2017. Retrieved from https://www.hindustantimes.com/health-and-fitness/every-hour-one-student-commits-suicide-in-india/story-7UFFhSs6h1HNgrNO60FZ2O.html

Lee M, Larson R. The Korean ‘examination hell’: Long hours of studying, distress, and depression. Journal of Youth and Adolescence 2000; 29(2): 249-71.

https://doi.org/10.1023/A:1005160717081

Fairbrother K, Warn J. Workplace dimensions, stress and job satisfaction. Journal of Managerial Psychology 2003; 18(1): 8-21.

https://doi.org/10.1108/02683940310459565

Misra R, Castillo LG. Academic stress among college students: Comparison of American and international students. International Journal of Stress Management 2004; 11(2): 132.

https://doi.org/10.1037/1072-5245.11.2.132

Hannibal KE, Bishop MD. Chronic stress, cortisol dysfunction, and pain: a psycho neuroendocrine rationale for stress management in pain rehabilitation. Physical Therapy 2014; 94(12): 1816-25.

https://doi.org/10.2522/ptj.20130597

Landow M.W. Stress and Mental Health of College Students. Nova Science Publisher 2006.

Gottfredson LS. Why g matters: The complexity of everyday Life. Intelligence 1997; 24(1): 79-132.

https://doi.org/10.1016/S0160-2896(97)90014-3

Deary IJ, Penke L, Johnson W. The neuroscience of human intelligence differences. Nature Reviews Neuroscience 2010; 11(3): 201.

https://doi.org/10.1038/nrn2793

Hair JF, Ringle CM, Sarstedt M. PLS-SEM: Indeed a silver bullet. Journal of Marketing theory and Practice 2011; 19(2): 139-52.

https://doi.org/10.2753/MTP1069-6679190202

Colom R, Román FJ, Abad FJ, Shih PC, Privado J, Froufe M, Escorial S, Martínez K, Burgaleta M, Quiroga MA, Karama S. Adaptive n-back training does not improve fluid intelligence at the construct level: Gains on individual tests suggest that training may enhance visuospatial processing. Intelligence 2013; 41(5): 712-27.

https://doi.org/10.1016/j.intell.2013.09.002

Aronson J, Fried CB, Good C. Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology 2002; 38(2): 113-25.

https://doi.org/10.1006/jesp.2001.1491

Burnette JL, O’Boyle EH, VanEpps EM, Pollack JM, Finkel EJ. Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin 2013; 139(3): 655.

https://doi.org/10.1037/a0029531

Romero C, Master A, Paunesku D, Dweck CS, Gross JJ. Academic and emotional functioning in middle school: the role of implicit theories. Emotion 2014; 14(2): 227.

https://doi.org/10.1037/a0035490

Blackwell LS, Trzesniewski KH, Dweck CS. Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development 2007; 78(1): 246-63.

https://doi.org/10.1111/j.1467-8624.2007.00995.x

Dweck CS. Mindset: The new psychology of success. Random House Digital, Inc.; 2008.

Walton GM, Cohen GL. A brief social-belonging intervention improves academic and health outcomes of minority Students. Science 2011; 331(6023): 1447-51.

https://doi.org/10.1126/science.1198364

Yeager DS, Trzesniewski KH, Dweck CS. An implicit theories of personality intervention reduces adolescent aggression in response to victimization and exclusion. Child Development 2013; 84(3): 970-88.

https://doi.org/10.1111/cdev.12003

Busato VV, Prins FJ, Elshout JJ, Hamaker C. Intellectual Ability, learning style, personality, achievement motivationAnd academic success of psychology students in higher Education. Personality and Individual Differences 2000; 29(6): 1057-68.

https://doi.org/10.1016/S0191-8869(99)00253-6

Kline RB. Principles and practice of structural equation modeling. Guilford Publications 2015.

McQuitty S. Statistical power and structural equation models in business research. Journal of Business Research 2004; 57(2): 175-83.

https://doi.org/10.1016/S0148-2963(01)00301-0

Hair JF, Ringle CM, Sarstedt M. PLS-SEM: Indeed a silver bullet. Journal of Marketing theory and Practice 2011; 19(2): 139-52.

https://doi.org/10.2753/MTP1069-6679190202

Peng DX, Lai F. Using partial least squares in operations management research: A practical guideline and summary of past research. Journal of Operations Management 2012; 30(6): 467-80.

https://doi.org/10.1016/j.jom.2012.06.002

Camara Ana-Belen, Ignacio González-López and Carlota de León- Huertas: exploratory factor analysis to construct a model of university teaching evaluation indicators 2015/ Un análisis factorial exploratorio para la construcción de un modelo de indicadores de evaluación docente universitaria, Cultura y Educación 27(2): 337-371.

https://doi.org/10.1080/11356405.2015.1035546

Pekrun R, Goetz T, Titz W, Perry RP. Academic Emotions in Students’' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research. Educational Psychologist 2002; 37(2): 95-105.

https://doi.org/10.1207/S15326985EP3702_4

García-Ros R, Pérez-González F, Tomás JM. Development and Validation of the Questionnaire of Academic Stress in Secondary Education: Structure, Reliability and Nomological Validity. International Journal of Environmental Research and Public Health 2018; 15(9): 2023.

https://doi.org/10.3390/ijerph15092023

Corey G, Corey MS, Muratori M. I Never Knew I Had a Choice. 2016 (11th ed.), 480. Cengage Learning. ISBN=1305945727

Gefen D, Straub D. A practical guide to factorial validity using PLS-Graph: Tutorial and annotated example. Communications of the Association for Information Systems 2005; 16(1): 5.

https://doi.org/10.17705/1CAIS.01605

Henseler J, Ringle CM, Sarstedt M. A new criterion for Assessing discriminant validity in variance-based structural Equation modeling. Journal of the Academy of Marketing Science 2015; 43(1): 115-35.

https://doi.org/10.1007/s11747-014-0403-8

Hair JF, Henseler J, Dijkstra TK, Sarstedt M. Common beliefs and reality about partial least squares: comments on Rönkkö and Evermann.

Henseler J, Hubona G, Ray PA. Using PLS path modeling in new technology research: updated guidelines. Industrial Management & Data Systems 2016; 116(1): 2-0.

https://doi.org/10.1108/IMDS-09-2015-0382

Chen JA, Tutwiler MS. Implicit theories of ability and self-efficacy. Zeitschrift für Psychologie 2017.

https://doi.org/10.1027/2151-2604/a000289

Stone M. Cross‐validatory choice and assessment of statistical predictions. Journal of the Royal Statistical Society: Series B (Methodological) 1974; 36(2): 111-33.

https://doi.org/10.1111/j.2517-6161.1974.tb00994.x

Geisser S. The predictive sample reuse method with applications. Journal of the American Statistical Association 1975; 70(350): 320-8.

https://doi.org/10.1080/01621459.1975.10479865

Cohen J. Statistical power analysis for the behavioral sciences. Routledge 2013.

https://doi.org/10.4324/9780203771587

Memon Mumtaz Ali, Jun-Hwa Cheah, T. Ramaya, Hiram Tingd and Francis Chuahe: Mediation Analysis Issues and Recommendations. Journal of Applied Structural Equation Modeling 2018; 2(1): i-ix, eISSN: 2590-4221

Aditomo A. Students' Response to Academic Setback:" Growth Mindset" as a Buffer against Demotivation. International Journal of Educational Psychology 2015; 4(2): 198-222.

https://doi.org/10.17583/ijep.2015.1482

Claro S, Loeb S. New evidence that students’ beliefs about their brains drive learning. Evidence Speaks Reports 2017; 2(29).

Bahadır-Yılmaz E: Academic and clinical stress, stress resources and ways of coping among Turkish first-year nursing students in their first clinical practice. 2016 kontakt 18 (2016 e148) e145-e151

Costa A, Faria L. Implicit theories of intelligence and academic achievement: A meta-analytic review. Frontiers in Psychology 2018; 9.

https://doi.org/10.3389/fpsyg.2018.00829

Claro, S., Paunesku, D., & Dweck, C.S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences of the United States of America, 113 31 ,8664-8.

https://doi.org/10.1073/pnas.1608207113

Beck AT, Steer RA, Brown GK. Manual for the beck depression inventory-II. San Antonio, TX: Psychological Corporation 1996; 1: 82.

https://doi.org/10.1037/t00742-000

Ruzek E, Hafen C, Allen J, Gregory A, Mikami A, Pianta CR. How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learn Instr 2016; 42: 95-103.

https://doi.org/10.1016/j.learninstruc.2016.01.004

Reyes MR, Brackett MA, Rivers SE, White M, Salovey P. Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology 2009; 104(3): 700-712.

http://dx.doi.org/10.1037/a0027268

Rimm-Kaufman SE, Fan X, Chiu Y-J, You W. The contribution of the Responsive Classroom Approach on children's academic achievement: Results from a three year longitudinal study. Journal of School Psychology 2009; 45(4): 401-421.

http://dx.doi.org/10.1016/j.jsp.2006.10.003

Pianta RC, Hamre BK. Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher 2009; 38(2): 109-119.

https://doi.org/10.3102/0013189X09332374

Pekrun r: Emotions and Learning. International Academy of Education, more information (2014), see the IAE’s website at: http://www.iaoed.org.

Downloads

Published

2019-08-06

How to Cite

Nazari, N., & Far, D. M. (2019). The Relationship between Teaching Skills, Academic Emotion, Academic Stress and Mindset in University Student Academic Achievement Prediction: A PLS-SEM Approach. Journal of Intellectual Disability - Diagnosis and Treatment, 7(3), 119–133. https://doi.org/10.6000/2292-2598.2019.07.03.9

Issue

Section

General Articles