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Associations between teaching quality and secondary students' behavioral, emotional, and cognitive engagement in school
Quinn, Daniel Hemphill, Sheryl A. Heerde, Jessica A.
Quinn, Daniel
Hemphill, Sheryl A.
Heerde, Jessica A.
Abstract
Students’ perceptions of their social and instructional interactions with their teachers play a key role in students’ engagement. Understanding how the quality of these interactions can influence students’ engagement in school is paramount to improving students’ engagement. Eighty-eight year 7 students from three schools in the state of Victoria, Australia, completed a self-report survey. Participants reported their perceptions of teaching quality, and their own behavioral, emotional, and cognitive engagement in school. After controlling for individual (i.e., gender, age, academic grades, mental health) and family variables (i.e., parent support of education), teaching quality was uniquely associated with behavioral and emotional engagement. The findings indicated that teaching quality has an important, but not exclusive role in influencing students’ engagement in school.
Keywords
adolescents, high school, teaching, engagement
Date
2017
Type
Journal article
Journal
Social Psychology of Education
Book
Volume
20
Issue
4
Page Range
807-829
Article Number
ACU Department
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled