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Autor/inn/en | Inayat, Awaisha; Ali, Amena Zehra |
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Titel | Influence of Teaching Style on Students' Engagement, Curiosity and Exploration in the Classroom |
Quelle | In: Journal of Education and Educational Development, 7 (2020) 1, S.87-102 (16 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2310-0869 |
Schlagwörter | Teaching Styles; Learner Engagement; Discovery Learning; Teacher Student Relationship; Personality Traits; Personal Autonomy; Student Attitudes; Student Motivation; Classroom Environment; Foreign Countries; Secondary School Students; College Students; Adolescents; Adults; Pakistan (Karachi) Lehrstil; Unterrichtsstil; Entdeckendes Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Individuelle Autonomie; Schülerverhalten; Schulische Motivation; Klassenklima; Unterrichtsklima; Ausland; Sekundarschüler; Collegestudent; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher |
Abstract | Interaction between teachers and students carries immense significance inside classrooms as it contributes to students' learning. The present study aims to explore perceived teaching style (autonomous-supportive and/or controlling) and its correlation with students' engagement, curiosity and exploration in cross-sectional sample of school and university students (N= 402). Three questionnaires were used: Perceived Parental Autonomy Support Scale P-PASS (Mageau, et al., 2015); Student Engagement Instrument (Appleton, Christenson, Kim, & Reschly, 2006); and Curiosity and Exploration Inventory (Kashdan, et al., 2009). The results showed that students simultaneously perceived both teaching styles, that is, Autonomous-supportive and Controlling. However, a significant difference was observed between the score of school students where they found their teachers to be more supportive (t (402)=3.942) and controlling (t (402)=4.774) as compared to university students. Furthermore, there was moderate correlation between perceived autonomy support teaching style with students' engagement (r=0.463) as well as curiosity and exploration (r=0.318). The results offer an understanding of students' perceptions of teaching style contributing to students' curiosity and motivation to engage in classroom. (As Provided). |
Anmerkungen | Institute of Business Management, Department of Education. Korangi Creek, Karachi-75190, Sindh, Pakistan. Tel: +92-21-111-002-004; Fax: +92-21-3509-0968; e-mail: education.journal@obm.edu.pk; Web site: https://journals.iobmresearch.com/index.php/JoEED/index |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |