# Criteria of teacher and students's didactic performances in psychology: the Peruvian university students' perceptions

## TL;DR

This study explores how Peruvian university psychology students perceive the relationship between teachers' and students' teaching performances and how these affect learning outcomes.

## Contribution

The study introduces a predictive model showing how teacher didactic performance influences student self-assessment and learning outcomes in psychology education.

## Key findings

- Teacher's Teaching and Formative Assessment directly impact student Learning.
- Formative Assessment indirectly influences student Improvement-Application through Learning.
- Regression models show strong predictive power (R² = 0.54 and R² = 0.61) for learning and improvement-application outcomes.

## Abstract

Teacher-student interaction in teaching and learning situations of scientific discipline in the context of higher education presupposes the performances of both teachers and students. These performances are functionally related and are focused on achieving educational objectives.

This is a cross-sectional and predictive study that analyzes the effects of teacher's didactic performance criteria perceived by students on the self-assessment of student didactic performance criteria, examined through multiple linear regression models and path analysis with second-order variables and a mediator within the regression model. A total of 541 psychology students from a Peruvian public university (141 male and 400 female) participated, selected through non-probabilistic sampling. The student assessment scale on teacher didactic performance and the student didactic performance self-assessment scale were administered.

Significant covariation was found between each pair of teacher-student performance criteria. The first linear regression model (R2 = 0.54, p < 0.001) predicts student learning based on teaching and formative assessment; likewise, the second regression model (R2 = 0.61, p < 0.001) indicates that the formative assessment and teaching factors predicts students' capacity for improvement-application. In structural equation modeling with path analysis, the teacher factors Teaching and Formative Assessment have a direct effect on the Learning; and an indirect effect, mediated by Learning, on the factor Improvement-Application. In structural equation modeling with path analysis, the teacher factors “Teaching” and “Formative Assessment” have a direct effect on the Learning factor and an indirect effect on the Improvement-Application factor.

The professor's teaching strategy had a direct impact on student learning. Likewise, the formative evaluation had a greater indirect effect on the improvement-application.