The Role of Motivation between Perceived Teacher Support and Student Engagement in Science Class

Autor/inn/en	Tas, Yasemin; Subasi, Münevver; Yerdelen, Sündüs
Titel	The Role of Motivation between Perceived Teacher Support and Student Engagement in Science Class
Quelle	In: Educational Studies, 45 (2019) 5, S.582-592 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tas, Yasemin) ORCID (Yerdelen, Sündüs)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2018.1509778
Schlagwörter	Teacher Student Relationship; Middle School Students; Learner Engagement; Correlation; Science Teachers; Student Motivation; Science Instruction; Self Concept; Student Attitudes; Academic Ability; Learning Motivation; Teaching Methods; Case Studies; Foreign Countries; Problem Solving; Turkey + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Korrelation; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Schulische Motivation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Selbstkonzept; Schülerverhalten; Motivation for studies; Lernmotivation; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Ausland; Problemlösen; Türkei
Abstract	This study aimed to investigate the relationships among the middle school students' perceptions of science teacher support, students' motivation and students' engagement in learning science. Student motivation was addressed with task value and academic self-concept while student engagement included aspects of agentic, behavioural, emotional and cognitive engagement. In the study, survey method was used and the data were collected though previously validated self-report questionnaires. Valid data were obtained from 1006 middle school students enrolled in one of the nine public schools in Turkey. The path analysis revealed that perceived science teacher's support positively predicted students' task value and academic self-concept in science. Furthermore, students who reported high levels of task value and academic self-concept showed higher levels of engagement in science. Accordingly, it seems important for science teachers to listen to the students, behave fairly and help them to solve their problems in order to motivate them for learning science and increase their engagement in science class. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01