Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education

Jolien M. van Uden, Henk Ritzen, Julius M. Pieters

Research output: Contribution to journalArticleAcademicpeer-review

70 Citations (Scopus)
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Abstract

Student engagement is an important precursor for learning. In this study we used teacher (N = 200) and student (N = 2288) questionnaires to investigate whether perceived interpersonal teacher behavior and teacher beliefs concerning motives for being a teacher, attitudes toward teacher knowledge domains and self-efficacy for teaching are related to self-reported student engagement. Three components of engagement were distinguished: behavioral, emotional and cognitive engagement. The strongest relations were found between the two dimensions of interpersonal teacher behavior and the three components of student engagement. Remarkably, there was a relation of almost zero (0.01) between students' age and their engagement.
Original languageEnglish
Pages (from-to)21-32
JournalTeaching and teacher education
Volume37
DOIs
Publication statusPublished - 2014

Keywords

  • Student engagement
  • Self-efficacy
  • Beliefs
  • Teacher–student relationship
  • Teacher knowledge
  • Interpersonal teacher behavior

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