Pedagogical affect, student interest, and learning performance

José Luis Abrantes; Cláudia  Seabra; Luís Filipe Lages

doi:10.1016/j.jbusres.2006.10.026

Pedagogical affect, student interest, and learning performance

José Luis Abrantes, Cláudia Seabra, Luís Filipe Lages

NOVA School of Business and Economics (NOVA SBE)

Research output: Contribution to journal › Article

56 Citations (Scopus)

Abstract

Using a sample of more than 1000 students, this study reveals that students' perceived learning depends directly on their interest, pedagogical affect, and their learning performance and indirectly on the student-instructor interaction, the instructor's responsiveness, course organization, the instructor's likeability/concern, and the student's learning performance. Likeability/concem indirectly affects student interest by influencing learning performance. The results yield recommendations for schools, department heads, and university administrators. (c) 2007 Elsevier Inc. All rights reserved.

Original language	English
Pages (from-to)	960-964
Journal	Journal of Business Research
Volume	60
Issue number	9
DOIs	https://doi.org/10.1016/j.jbusres.2006.10.026
Publication status	Published - 1 Sep 2007

Keywords

pedagogy
student behavior
learning outcomes
marketing education

Access to Document

10.1016/j.jbusres.2006.10.026

Link to publication in Scopus

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AB - Using a sample of more than 1000 students, this study reveals that students' perceived learning depends directly on their interest, pedagogical affect, and their learning performance and indirectly on the student-instructor interaction, the instructor's responsiveness, course organization, the instructor's likeability/concern, and the student's learning performance. Likeability/concem indirectly affects student interest by influencing learning performance. The results yield recommendations for schools, department heads, and university administrators. (c) 2007 Elsevier Inc. All rights reserved.

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