El siguiente artículo consiste en un estudio acerca del impacto que tiene la implicación docente en el grado de implicación y el logro académico de los estudiantes.



Saucier, D.A., Miller, S.S, Tucker, L.J., & Martens, A.L. (2022). Trickle Down Engagement: Effects of Perceived Teacher and Student Engagement on Learning Outcomes. International Journal of Teaching and Learning in Higher Education, 33(2), 168-179.



Research has primarily focused on the engagement of the student in the classroom (Austin, 1993; Schunk & Mullen, 2012; Tinto, 1993), often without consideration of the engagement of the teacher (Frenzel, Goetz, Lüdtke, Pekrun, & Sutton, 2009). However, we predict that teachers’ subjective experiences “trickle down” and ultimately impact the subjective experiences and performance of their students. Consistent with our Trickle-Down Engagement Model Hypothesis, we found undergraduate students’ perceptions of their instructor’s engagement were associated with their own engagement in the classroom (Studies 1 & 2; Ns = 195 and 210, respectively), and students’ increased classroom engagement was associated with more engagement while studying (which, in turn, predicted higher quiz scores; Study 1) as well as with higher final grades (Study 2). Our results suggest there are relatively simple changes teachers can make to their own pedagogy that may improve their own subjective experiences within the classroom and, consequently, trickle down to and improve their students’ subjective experiences and performance.


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