Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6851263 | Teaching and Teacher Education | 2014 | 12 Pages |
Abstract
Student engagement is an important precursor for learning. In this study we used teacher (NÂ =Â 200) and student (NÂ =Â 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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Authors
Jolien M. van Uden, Henk Ritzen, Jules M. Pieters,