Teacher-student interaction and lower secondary school students’ situational engagement

6533b7d0fe1ef96bd125b78e

RESEARCH PRODUCT

Teacher-student interaction and lower secondary school students’ situational engagement

Marja-kristiina Lerkkanen Marja-kristiina Lerkkanen Joona Muotka Jari-erik Nurmi Kati Vasalampi Sanni Pöysä Anna-maija Poikkeus

subject

Male teacher–student interaction Adolescent Academic learning Academic achievement luokkatyöskentely Education ComputingMilieux_COMPUTERSANDEDUCATION Developmental and Educational Psychology Mathematics education Humans 0501 psychology and cognitive sciences Interpersonal Relations ta516 situational engagement Situational ethics Students lower secondary school opettaja-oppilassuhde ta515 Class (computer programming)Language arts Schools 4. Education 05 social sciences 050301 education Social Support sitoutuminen Help-seeking Emotional engagement observations Adolescent Behavior Observational study Female School Teachers yläkoulu Psychology 0503 education 050104 developmental & child psychology Follow-Up Studies

description

BACKGROUND Prior research has shown that engagement plays a significant role in students' academic learning. AIMS The present study sought to expand the current understanding of students' engagement by examining how situational engagement during a particular lesson is associated with the observed teacher-student classroom interactions (i.e., emotional support, instructional support, and classroom organization) in the same lesson. SAMPLE The participants were 709 Grade 7 students (47.7% girls) from 59 classrooms in 26 lower secondary schools and 51 teachers. METHODS The data consisted of 155 video-recorded lessons (90 language arts and 65 mathematics lessons) coded using the Classroom Assessment Scoring System - Secondary (CLASS-S) observational instrument. Students' self-ratings of their situation-specific engagement were collected using the mobile-based In Situations (InSitu) Instrument at the end of each lesson. The data were analyzed with cross-classified two-level hierarchical modelling. RESULTS AND CONCLUSIONS The results indicated that emotional support in the classroom was positively associated with students' emotional engagement and help-seeking, whereas classroom organization was associated with students' behavioural and cognitive engagement. Overall, the findings provide novel evidence suggesting that students' engagement can be fostered by supportive teacher-student interactions.

year	journal	country	edition	language
2018-09-03	British Journal of Educational Psychology

10.1111/bjep.12244 https://doi.org/10.1111/bjep.12244