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Isaza Valencia, L., & Henao Lopez, G. C. (2012). Attitudes - styles of education: relation with the academic performance. International Journal of Psychological Research, 5(1), 133–141. https://doi.org/10.21500/20112084.769
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The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate.
The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
Abstract
This study seek to determine the existing relations between the attitudes and the styles of education in 25 teachers of 180 students with high academic performance, which are in fifthly of primary. To measure both variables there was in use the Scale Actitudinal towards the educational work (Carvajal, 1991) and the Questionnaire DEVEMI of Delgado (1991). The results revealed that the attitudes and the styles of education that have a more presence are: democratic participation, social importance of the educational work, professional improvement, style that propitiates the socialization, style that makes possible the participation and style that favors the creativity. The teachers are an essential and determinant component in the processes of education - learning, them actions and verbalizations croos all the educational situations directed to generating changes and learning in them students, which happen unnoticed; for this reason, the results of this study, they allow to penetrate into the didactic aspects of the education, and to identify those attitudes and styles of education that relates and propitiate the high academic performance; which serves to break the inertia of I do not change in the education and in the way of teaching, generating attitudes and more effective styles of education.
References
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Carvajal, C. A. (1993). Desarrollo y validación de una escala actitudinal hacia el trabajo docente de los profesores de la facultad de Educación de la Universidad de Costa Rica. Revista de la Universidad de Costa Rica, 17(2), 27-36.
Darling-Hammond, L. (1994). Performance-Based Assesment and testing policy. Harvard Educational Review, 64(1), 5-29.
Delgado, M. A. (1991). Estilos de Enseñanza en la Educación Física. Propuesta para una Reforma de la Enseñanza. Granada: I.C.E. de la Universidad de Granada.
Delgado, M. A. (1998). Comparación de la valoración de los estilos de enseñanza por los futuros profesores de Educación Física durante la formación inicial y profesores de educación física en formación. España: Revista digital.
González, M. C. y Tourón, J. (1992). Autoconcepto y rendimiento escolar: sus implicaciones en la motivación y en la autorregulación del aprendizaje. Pamplona: EUNSA.
Carvajal, C. A. (1993). Desarrollo y validación de una escala actitudinal hacia el trabajo docente de los profesores de la facultad de Educación de la Universidad de Costa Rica. Revista de la Universidad de Costa Rica, 17(2), 27-36.
Darling-Hammond, L. (1994). Performance-Based Assesment and testing policy. Harvard Educational Review, 64(1), 5-29.
Delgado, M. A. (1991). Estilos de Enseñanza en la Educación Física. Propuesta para una Reforma de la Enseñanza. Granada: I.C.E. de la Universidad de Granada.
Delgado, M. A. (1998). Comparación de la valoración de los estilos de enseñanza por los futuros profesores de Educación Física durante la formación inicial y profesores de educación física en formación. España: Revista digital.
González, M. C. y Tourón, J. (1992). Autoconcepto y rendimiento escolar: sus implicaciones en la motivación y en la autorregulación del aprendizaje. Pamplona: EUNSA.
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