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V. Foreign Higher Education and Education Systems, International Relations, Bilateral Relations
B. Essays, Commentaries, Statements
Author ALT, Dorit (ITZKOVITCH, Yariv)
Title The connection between perceived constructivist learning environments and faculty uncivil authoritarian behaviors / Dorit Aöt ; Yariv Itzkovich
Publication year 2019
Source/Footnote In: Higher education. - 77 (2019) 3, S. 437 - 454
Inventory number 48020
Keywords Studentenschaft : Studienverhalten ; Wissenschaft : Sozialwissenschaften
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. (HRK / Abstract übernommen)