Abstract
<p>É natural que educadores de disciplinas vinculadas à área de gestão analisem e reflitam sobre os fenômenos da sala de aula baseada em perspectivas que permeiam essa área de conhecimento. Observa-se que educadores e pesquisadores interessados na temática de serviços têm interpretado a sala de aula como um ambiente de encontro de serviço altamente propício à cocriação de valor. O presente estudo procede com tal interpretação, buscando analisar antecedentes do comportamento proativo de fornecimento de feedback do aluno ao professor,<br />a fim de promover a melhoria da experiência nos encontros de aula no ensino superior. O estudo avalia, como antecedente direto de feedback, o engajamento na disciplina. Como antecedentes diretos de engajamento, são avaliados constructos oriundos da Teoria da Influência Social. Os resultados, analisados com técnicas de equações estruturais, apresentam relações positivas e com significância entre os constructos, mostrando que, no contexto de sala de aula, processos sociais afetam o relacionamento do estudante com a disciplina e que esse relacionamento propicia o comportamento de colaboração para a melhoria das aulas.<br /><br /></p>
Highlights
It is only natural that educators of management topics often analyze and speculate on classroom phenomena from the points of view prevalent in the field
One will observe that educators and researchers interested in the subject of services may read the classroom as a service environment that is highly propitious to value cocreation The presentstudy follows through in this line as it aims to analyze antecedents of students’ proactive behavior of providing feedback to the professor in order to promote improvement in higher education classroom experiences
Engagement with the discipline is assessed as a direct antecedent of the feedback construct, while constructs derived from the Social Influence Theory are assessed as precursors to cengagement
Summary
It is only natural that educators of management topics often analyze and speculate on classroom phenomena from the points of view prevalent in the field. One will observe that educators and researchers interested in the subject of services may read the classroom as a service environment that is highly propitious to value cocreation The presentstudy follows through in this line as it aims to analyze antecedents of students’ proactive behavior of providing feedback to the professor in order to promote improvement in higher education classroom experiences. Engagement with the discipline is assessed as a direct antecedent of the feedback construct, while constructs derived from the Social Influence Theory are assessed as precursors to cengagement. The results, analyzed using structural equation modeling techniques, show positive significant relations among the constructs, demonstrating that, in the classroom context, social processes affect the relationship between students and the academic discipline, and that such relationships are favorable to the behavior of collaborating toward improving the class.
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