Teaching style restricting activity in classes: students’ attitudes with diverse temperament structures as an element of psychology of sustainability

Abstract

Conducting classes at the university on the one hand is associated with the concept of academic freedom, on the other hand, professors can independently set rules in their classes, which may limit students’ activity in various areas. The aim of the research was to investigate how students feel about these rules and to what extent they consider them effective for learning the material. The study involved 61 students aged between 18 and 48 years old, they answered the questions of the survey questionnaire and the temperament structure questionnaire. The results showed that a significant proportion of students perceived constraints in an emotionally negative way and that a significant proportion of students did not consider them effective for learning the material. Age was found to be related to the perception of constraints: the older the students were, the more effective they considered constraints related to the prohibition to enter late students and the prohibition to ask questions during class. Empathy was negatively related to the positive perception of the restrictive rule “do not ask questions on the topic of the class” and the evaluation of the effectiveness of such a rule.