Teaching skills, students' emotions, perceived control and academic achievement in university students: A SEM approach

A cross-sectional study was conducted using a sample of Balearic Islands University students (n = 176). A SEM approach revealed that the characteristics of teaching had a strong positive effect on enjoyment and hope as well as a significant but negative minor effect on stress reduction. Positive emotions and stress influenced by teaching skills appeared to be a significant but not very strong predictors of perceived control. Negative emotions made a powerful contribution to the perception of control but were independent of teaching skills. Our model showed evidence concerning the role of teaching skills in increasing academic control and achievement.