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 |
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Pages (from-to) | 21-32 |
Journal | Teaching and teacher education |
Volume | 37 |
DOIs | |
Publication status | Published - 2014 |
Keywords
- Student engagement
- Self-efficacy
- Beliefs
- Teacher–student relationship
- Teacher knowledge
- Interpersonal teacher behavior