Emotional mediation by the teacher in virtual learning: A key correlate of academic self-efficacy in engineering education (#1288)

Authors

Alva Rodriguez, Miguel Angel

Cornelio Espinoza, Christopher Gianmarco

Tacca Huamán, Daniel Rubén

Abstract

Emotional mediation provided by university professors is often considered unimportant in science and engineering degree programs; however, evidence suggests that it is one of the most significant factors in fostering students’ confidence in their potential, particularly in the context of distance education. Consequently, the main objective of this research was to examine the relationship between professors’ emotional mediation and the academic self-efficacy of engineering students. The study adopted a quantitative, correlational, and non-experimental cross-sectional design. Participants included 152 engineering students enrolled in virtual courses, aged between 18 and 45; 100 were male and 52 were female. All participated voluntarily and anonymously. Results indicated a significant, strong, and positive correlation between professors’ emotional mediation and the development of academic self-efficacy (r=0.669, p<.001, Z=0.809). Women scored higher on emotional mediation, participants aged 31–45 showed higher academic self-efficacy, those who both work and study scored higher on both variables, and systems engineering students perceived greater emotional mediation.