PSYCHOPEDAGOGICAL PERSPECTIVES ON DIDACTIC COMMUNICATION IN THE ACADEMIC ENVIRONMENT PUBLISHEDAlina – Lidia MĂRGHITAN, Ph.D. in Agronomy, BANAT’S UNIVERSITY OF AGRICULTURAL SCIENCES AND VETERINARY MEDICINE “KING MICHAEL I OF ROMANIA” FROM TIMISOARA, FACULTY OF AGRICULTURE,DEPARTMENT OF TEACHER TRAINING, Aradului Boulevard,Nr.119, România, email@example.com D. I. CRAŞOVAN, Ph.D. in Psychology, CENTER FOR RESEARCH IN POSTDOCTORAL STUDIES (CCPC) – INSTITUTE FOR SOCIAL AND POLITICAL RESEARCH, WEST UNIVERSITY OF TIMIŞOARA, ROMÂNIA Viorica BOACĂ, Ph.D. in Agronomy, BANAT’S UNIVERSITY OF AGRICULTURAL SCIENCES AND VETERINARY MEDICINE “KING MICHAEL I OF ROMANIA” FROM TIMISOARA, ROMÂNIA
The didactic process is originally a communication process par excellence between the trainers and the trainees. An exchange of messages is carried into effect through communication at various levels of schooling with the main purpose of achieving high efficiency pedagogical objectives. The science of requesting and offering, as well as the science of receiving and declining (objects, feelings, attitudes, etc.) lead to the satisfaction of learning and academic networking. Perforce, the study under scrutiny aims at identifying important psychopedagogical aspects that help improve academic communication. The study involved 60 students of Banat’s University of Agricultural Sciences and Veterinary Medicine "King Michael I of Romania" in Timisoara. In order to determine the level of communication within the students who were part of the sample, we used a questionnaire to determine the suitability of verbal skills, general self-efficacy scale and a questionnaire to determine the effectiveness of communication. Corollary to the application of the above-mentioned research tools, the characteristics of trainee communication at an undergraduate level representative for this institution were identified.
didactic communication, pedagogic objectives, Skills Questionnaire, The Scale of General Self-efficacy, efficient communication