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

doi:10.1016/j.tate.2013.08.005

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

Faculty of Behavioural, Management and Social Sciences

Research output: Contribution to journal › Article › Academic › peer-review

70 Citations (Scopus)

1794 Downloads (Pure)

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 language	English
Pages (from-to)	21-32
Journal	Teaching and teacher education
Volume	37
DOIs	https://doi.org/10.1016/j.tate.2013.08.005
Publication status	Published - 2014

Keywords

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

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10.1016/j.tate.2013.08.005

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

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.",

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