Analysis of the extrinsic motivation in the teachers-student interaction in a medicine class
The objective of the study was to identify and analyze the categories of affective feedback that occur with the highest incidence and the interpretation of their content, and if this is reflected in the extrinsic motivation of the student, that is, in their active participation within the class. The...
| Autores: | , , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | México |
| Recursos: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositorio: | Revista Digital Internacional de Psicología y Ciencia Social |
| Idioma: | español |
| OAI Identifier: | oai:ojs.172.17.0.1:article/376 |
| Acesso em linha: | https://cuved.unam.mx/revistas/index.php/rdpcs/article/view/.01 |
| Access Level: | acceso abierto |
| Palavra-chave: | Discourse Teacher-student interaction Motivation Participation Feedback Participación Motivación Discurso Interacción profesor-alumno Retroalimentación |
| Resumo: | The objective of the study was to identify and analyze the categories of affective feedback that occur with the highest incidence and the interpretation of their content, and if this is reflected in the extrinsic motivation of the student, that is, in their active participation within the class. The group was videotaped, the class was transcribed and coded based on the motivational categories instrument, obtaining frequencies and percentages of each of them. Also, a discourse analysis was performed, selecting the most relevant speeches from some categories for analysis. It was found that the affective feedback that the teacher offers encourages student participation; the appreciation, recognition and encouragement that the teacher makes to the student's response, makes the student participate, prompting him to correctly answer the open or direct questions that the teacher has formulated. |
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