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Academic social participation addresses student engagement behaviors that involve social interactions with peers and teachers. Objective: Perceived teacher behavior, task value, academic self-efficacy, class enjoyment and shame’s role in predicting academic social participation was analyzed. Method: Psychology students from a large national university completed self-report questionnaires assessing the model variables. A proposed model was evaluated by path analysis. Results: Model showed good fit to the data, explaining 31% of variance. Positive influences were detected of perceived teacher behavior on task value (β = 0.42), academic self-efficacy (β = 0.19), and class enjoyment (β = 0.24); of task value on class enjoyment (β = 0.52); and of class enjoyment on academic social participation (β = 0.44). Academic self-efficacy negatively affected class shame (β = -0.38), while class shame (β = -0.44) and task value (β = -0.24) showed a negative influence on academic social participation. Conclusion: Utility of modifying teacher behavior and motivation as a means to affect emotion was demonstrated. Class enjoyment and shame were the stronger predictors of academic social participation. Individual variables’ importance in moderating contextual influence on engagement was suggested.

The Role of Teacher Behavior, Motivation and Emotion in Predicting Academic Social Participation in Class