Search results for "lower secondary school"
showing 3 items of 23 documents
Intra‐individual dynamics of lesson‐specific engagement: Lagged and cross‐lagged effects from one lesson to the next
2020
Background Student engagement denotes active participation in academic work through commitment and involvement in learning tasks (Appleton et al., 2006, Journal of School Psychology, 44, 427). This study looks at questions such as whether engagement experiences in one lesson have an effect on the next lesson. In the present study, process‐oriented analyses were conducted to examine lower secondary school students’ engagement experiences and the stability of those experiences from one lesson to the next. Aims (1) To what extent are students’ engagement experiences, in terms of behavioural and cognitive engagement, emotional engagement, and disaffection, stable from one lesson to the next (au…
Teacher-student interaction and lower secondary school students’ situational engagement
2019
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 As…
Teachers’ occupational well-being in relation to teacher–student interactions at the lower secondary school level
2023
This study investigated the relation between teachers’ occupational well-being and the quality of teacher–student interactions in lower secondary schools in Finland. Teachers (N = 48) self-rated their occupational well-being in terms of engagement, stress, job demands, and emotional exhaustion. Teacher–student interactions in classrooms were video-recorded and coded with the Classroom Assessment Scoring System. The results of multivariate regression analyses showed that teachers who reported higher work-related stress were observed with a lower quality of emotional support, classroom organization, and instructional support when controlling for background factors. It is proposed that the obs…