Patterns of motivating teaching behaviour and student engagement: a microanalytic approach
Positive student engagement is a prerequisite for students’ educational success. In this study, a microanalytic approach was used to explore patterns in teachers’ use of specific motivating teaching behaviours from the perspective of self-determination theory in relation to indicators of students’ p...
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Published in | European journal of psychology of education Vol. 37; no. 1; pp. 227 - 255 |
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Main Authors | , , , |
Format | Journal Article |
Language | English |
Published |
Dordrecht
Springer Netherlands
01.03.2022
Springer Springer Nature B.V |
Subjects | |
Online Access | Get full text |
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Summary: | Positive student engagement is a prerequisite for students’ educational success. In this study, a microanalytic approach was used to explore patterns in teachers’ use of specific motivating teaching behaviours from the perspective of self-determination theory in relation to indicators of students’ positive engagement. The lessons of 52 teachers were observed and event-based coded. Results showed that specifically asking motivating questions and providing positive feedback and support during exercises were associated with subsequent positive student engagement. Unexpectedly, some demotivating teaching behaviours were also found to relate to positive student engagement, although to a lesser extent. Implications and directions for future research are discussed. |
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ISSN: | 0256-2928 1878-5174 |
DOI: | 10.1007/s10212-021-00543-3 |