Please use this identifier to cite or link to this item: https://hdl.handle.net/10316/89009
Title: Personal and Pedagogical Interaction Factors as Determinants of Academic Achievement
Authors: Cardoso, Ana Paula 
Ferreira, Manuela
Abrantes, José Luís 
Seabra, Cláudia 
Costa, Cesário 
Keywords: Academic achievement; learning performance; teacher-student interaction; student-student interaction; self-esteem
Issue Date: 2011
Publisher: Elsevier
Project: FCOMP-01-0124-FEDER-008427 
Serial title, monograph or event: Procedia - Social and Behavioral Sciences
Volume: 29
Abstract: This study intends to relate self-esteem, teacher-student interaction, student-student interaction and learning performance, and its direct and indirect relationships with academic achievement. Using a sample of about 2000 Portuguese high school students, a structural model reveals that low social self-esteem directly and negatively influences teacher-student interaction and student-student interaction and also learning performance. Teacher-student interaction directly and positively influences student-student interaction. Teacher student-interaction and student-student interaction directly and positively influence learning performance, which in turn influences directly and positively academic achievement. Corroborating previous studies, these findings suggest that an appropriate pedagogical interaction provides an effective learning environment that enhances student́s learning outcomes, namely academic achievement. Recommendations for teachers and school managers are addressed.
Description: International Conference on Education and Educational Psychology (ICEEPSY 2011)
URI: https://hdl.handle.net/10316/89009
ISSN: 18770428
DOI: 10.1016/j.sbspro.2011.11.402
Rights: openAccess
Appears in Collections:I&D CEGOT - Artigos em Revistas Internacionais

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