Understanding Behavioural Engagement and Achievement: The Roles of Teaching Practices and Student Sense of Competence and Task Value

Autor/inn/en	Olivier, Elizabeth; Galand, Benoit; Hospel, Virginie; Dellisse, Sébastien
Titel	Understanding Behavioural Engagement and Achievement: The Roles of Teaching Practices and Student Sense of Competence and Task Value
Quelle	In: British Journal of Educational Psychology, 90 (2020) 4, S.887-909 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Olivier, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12342
Schlagwörter	Middle School Students; Grade 7; Language Arts; Teacher Student Relationship; Learner Engagement; Compliance (Psychology); Student Participation; Behavior Problems; Reading Achievement; Self Efficacy; Personal Autonomy; Teaching Methods + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Sprachkultur; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Leseleistung; Self-efficacy; Selbstwirksamkeit; Individuelle Autonomie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Background: Different teaching practices, such as autonomy support and structure, provide students with a positive learning context supporting their engagement, which can operate through their underlying motivation, including sense of competence and task value. Aims: This study aims at investigating the best configuration (unique or synergistic) between autonomy support and structure to support student behavioural engagement, including compliance, participation, and misbehaviour, and reading achievement. A second objective is to assess students' sense of competence and task value as mediators linking teaching practices to student engagement and achievement. Sample: The samples included 1,666 7th-grade students and their 85 teachers. Students answered questionnaires and tests at the beginning and the end of the school year. Methods: Students' perceptions of the use of autonomy support and structure by their Language Arts teacher were aggregated at the classroom level. Students rated their sense of competence and task value in Language Arts class. Twice during the school year, they also reported three facets of their behavioural engagement (compliance, participation, and misbehaviour) and answered a reading comprehension test. Multilevel path analyses using Mplus7 allowed accounting for the nested structure of data. Results: Student sense of competence mediated the association of student classroom-aggregated perceptions of teacher structure and autonomy support with self-reported participation in the classroom. Task value mediated the association between both teaching practices and student misbehaviour and compliance, as reported by students. Sense of competence was directly associated with later reading achievement, but the indirect effect of teaching practices was not significant. We found no significant interaction (synergistic effect) between teacher autonomy support and structure. Conclusion: Student classroom-aggregated perception of teacher autonomy support and structure is important to nurture behavioural engagement. However, we found no extra benefit of combining these two dimensions of teaching practices. The processes linking these teaching practices to the three facets of student behavioural engagement were different. As such, to support the various aspects of student engagement, the actions of teachers, as reported by their students, should tap into the mechanisms that are most strongly related to each type of behaviour. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01