ArticleFrontiers in psychology2026
Criteria of teacher and students's didactic performances in psychology: the Peruvian university students' perceptions.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: 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. Method: 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. Results: Significant covariation was found between each pair of teacher-student performance criteria. The first linear regression model ( Conclusion: 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.
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