The Connection between Perceived Constructivist Learning Environments and Faculty Uncivil Authoritarian Behaviors

Autor/inn/en	Alt, Dorit; Itzkovich, Yariv
Titel	The Connection between Perceived Constructivist Learning Environments and Faculty Uncivil Authoritarian Behaviors
Quelle	In: Higher Education: The International Journal of Higher Education Research, 77 (2019) 3, S.437-454 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-018-0281-y
Schlagwörter	Constructivism (Learning); Teacher Student Relationship; Authoritarianism; Class Activities; Student Attitudes; Teacher Behavior; Cooperation; Structural Equation Models; Learning Processes; Dialogs (Language); Thinking Skills; Democratic Values; Conflict; Conflict Resolution; Power Structure; College Students; College Faculty + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Autoritarismus; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Co-operation; Kooperation; Learning process; Lernprozess; Dialog; Dialogs; Dialogue; Dialogues; Denkfähigkeit; Konflikt; Conflict solving; Konfliktlösung; Konfliktregelung; Collegestudent; Fakultät
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01