Professor's teaching style and its relationship with procrastination and academic satisfaction of engineering students

Alva Rodriguez M.A. · European Public and Social Innovation Review (2024) · DOI: 10.31637/epsir-2024-1201

Resumen

Introduction: The way the professor teaches in university classrooms is a relevant factor within the professional training of young students; it is possible that the teaching style is linked to emotional, psychological and academic aspects of future engineers. Therefore, the main objective of the research was to know how the professor's teaching styles are related to procrastination and academic satisfaction in engineering students. Methodology: The research was developed under a quantitative, correlational, non-experimental cross-sectional approach; 287 engineering students from Lima, Peru participated. Results: The results indicated that all teaching styles are negatively linked to procrastination, highlighting the index with the open style (r=-0,23, p<0,01); on the other hand, academic self-regulation was positively linked to all styles, highlighting the correlation index with the open (r=0,30, p<0,001) and functional (r=0,36, p<0,01) styles. Regarding academic satisfaction, it was observed that this variable was related to all styles, especially with the open teaching style (r=0,49, p<0,001); procrastination showed a negative relationship with academic satisfaction. Discussion: The results of the study allow us to improve the understanding of educational dynamics in the area of engineering. Conclusions: Teaching styles were negatively correlated with procrastination, while satisfaction was positively correlated with teaching styles but negatively correlated with procrastination.

Instituciones: Universidad Tecnológica del Perú