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More experienced professors, more learning opportunities? Relationships between instructor's traits and students' academic performance in financial accounting courses of a Spanish University

¿Profesores con más experiencia suponen mayores oportunidades de aprendizaje? Relación entre las características de los profesores y el rendimiento académico de los estudiantes en la asignatura de Contabilidad Financiera de una universidad española;
Professores mais experientes, mais oportunidades de aprendizagem? Relações entre as características do instrutor e o desempenho acadêmico dos alunos em cursos de contabilidade financeira de uma universidade espanhola

dc.contributor.authorMartí-Ballester, Carmen-Pilar
dc.date.accessioned2018-04-13T21:18:24Z
dc.date.available2018-04-13T21:18:24Z
dc.date.created2017-12-31
dc.identifierhttp://revistas.udem.edu.co/index.php/Ciencias_Sociales/article/view/2336spa
dc.identifier.issn2256-5000
dc.identifier.urihttp://hdl.handle.net/11407/4710
dc.descriptionEl objetivo del presente trabajo es analizar cómo las características del profesor influyen en el resultado académico del alumno. Con este fin, se emplea una muestra que integra información sobre 3.219 alumnos y 12 profesores de la Universitat Autònoma de Barcelona. Dichos datos se analizan adoptando un modelo de regresión lineal sobre el que se aplica el estimador de desviación absoluta mínima censurada (CLAD). Los resultados obtenidos indican que la calidad de la docencia y la publicación de artículos en revistas indexadas en las bases de datos ISI Web of Science y Econlit tienen un efecto positivo y significativo en el resultado académico del alumno. Por el contrario, concentrar la docencia en una única asignatura, trabajar como profesor asociado y ser profesor de amplia experiencia influyen negativamente en el desempeño académico del alumno.spa
dc.descriptionThe main objective of this paper is to analyse how the characteristics of professors affect students’ academic performance. To do so, we analyse a sample of recollected data from 3219 students and twelve professors from the Universitat Autònoma de Barcelona. A linear regression model, adopting the censored least absolute deviations model, was applied. Results indicate that the quality of teaching and the publication of a greater number of articles in indexed journals in the ISI Web of Science and Econlit databases have a positive and significant influence on students’ academic performance. On the contrary, dedicating more lecture time to the subject of Financial Accounting in comparison with the total amount of lecture time, working as an adjunct professor and teaching experience negatively influence students’ academic performance.spa
dc.descriptionO objetivo principal deste trabalho é analisar como as características dos professores afetam o desempenho acadêmico dos estudantes. Para isso, analisamos uma amostra de dados coletados de 3.219 estudantes e 12 professores da Universitat Autònoma de Barcelona. Foi aplicado um modelo de regressão linear que adotou o modelo de desvios absolutos mínimos censurados. Os resultados indicam que a qualidade do ensino e a publicação de maior quantidade de artigos em revistas indexadas nas bases de dados da ISI Web of Science e da Econlit têm uma influência positiva e significativa no desempenho acadêmico dos estudantes. Pelo contrário, dedicar mais tempo de conferência ao assunto de Contabilidade Financeira em comparação com a quantidade total de tempo de conferência, trabalhar como professor adjunto e considerar a experiência de ensino influenciam negativamente o desempenho acadêmico dos estudantes.spa
dc.format.extentp. 23-44spa
dc.format.mediumElectrónicospa
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherUniversidad de Medellínspa
dc.relation.ispartofseriesCiencias Sociales y Educación, Universidad de Medellín; Vol. 6, Núm. 12 (2017)spa
dc.relation.haspartCiencias Sociales y Educación; Vol. 6, Núm. 12. Julio-Diciembre 2017spa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/*
dc.sourceCiencias Sociales y Educación; Vol. 6, Núm. 12 (2017): (julio-diciembre); 23-44spa
dc.subjectacademic performancespa
dc.subjectinstructorspa
dc.subjectundergraduatespa
dc.subjectcensored least absolute deviations modelspa
dc.subjectdesempeño académicospa
dc.subjectprofesorspa
dc.subjectalumnospa
dc.subjectestimador de desviación absoluta mínima censuradaspa
dc.subjectdesempenho acadêmicospa
dc.subjectestudante universitáriospa
dc.subjectinstrutorspa
dc.subjectmodelo de desvios absolutos mínimos censuradosspa
dc.titleMore experienced professors, more learning opportunities? Relationships between instructor's traits and students' academic performance in financial accounting courses of a Spanish Universityeng
dc.title¿Profesores con más experiencia suponen mayores oportunidades de aprendizaje? Relación entre las características de los profesores y el rendimiento académico de los estudiantes en la asignatura de Contabilidad Financiera de una universidad españolaspa
dc.titleProfessores mais experientes, mais oportunidades de aprendizagem? Relações entre as características do instrutor e o desempenho acadêmico dos alunos em cursos de contabilidade financeira de uma universidade espanholaspa
dc.typeArticleeng
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.contributor.affiliationMartí-Ballester, Carmen-Pilar; Universitat Autònoma de Barcelona
dc.identifier.doihttps://doi.org/10.22395/csye.v6n12a2
dc.relation.citationvolume6
dc.relation.citationissue12
dc.relation.citationstartpage23
dc.relation.citationendpage44
dc.audienceComunidad Universidad de Medellínspa
dc.publisher.facultyFacultad de Ciencias Sociales y Humanasspa
dc.coverageLat: 06 15 00 N  degrees minutes  Lat: 6.2500  decimal degreesLong: 075 36 00 W  degrees minutes  Long: -75.6000  decimal degreesspa
dc.publisher.placeMedellínspa
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