Adolescents’ profiles based on student agency and teacher autonomy support: does interpersonal justice matter?

Grazia, Valentina; Mameli, Consuelo; Molinari, Luisa

doi:10.1007/s10212-020-00504-2

Cited by 15 publications

(10 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The participants of this study explained that such trainings are essential because the teachers' just behavior in the classroom associates with improving the teacher-student relationships and increasing the students' meaningful learning, class participation, more focusing on academic goals, and interest in teacher and subject matter. These findings are empirically supported by those of previous studies, which reported the positive influence of teacher justice on the students' favorable educational outcomes (e.g., Di Battista et al, 2014;Ehrhardt-Madapathi et al, 2018;Grazia et al, 2020;Kaufmann & Tatum, 2018).…”

Section: Discussionsupporting

confidence: 87%

“…During the last two decades, many researchers have attempted to empirically investigate the social psychology theorization of classroom justice in their particular instructional contexts. Due to the noticeable impact that enactment or violation of teacher justice dimensions has had on the students' educational, psychological, or behavioral outcomes, a good number of studies have examined how teacher (in)justice influenced some student variables such as academic engagement (Di Battista et al, 2014), the joy of learning (Ehrhardt-Madapathi et al, 2018), agency (Grazia et al, 2020), willingness to talk (Kaufmann & Tatum, 2018), academic cheating (Sabbagh, 2021), and academic achievement (Gasser et al, 2018).…”

mentioning

confidence: 99%

See 1 more Smart Citation

Iranian Efl Teachers’ Expectations and Perceptions About Teacher Classroom Justice Training

Estaji

Zhaleh

2022

TEFLIN

View full text Add to dashboard Cite

This study explores language teachers’ perceptions about receiving training on the main aspects of classroom justice. A group of 77 Iranian English as a foreign language (EFL) teachers, chosen through maximum variation sampling, completed a demographic informational scale and an open-ended classroom justice questionnaire. The data were analyzed through MAXQDA software, taking an interactive (i.e., both deductive and inductive) approach to content analysis. The research results reveal that the teachers mainly (1) had no prior experience of receiving classroom justice training; (2) approved the essentiality of EFL teachers’ being trained for the rudimental elements of classroom justice; (3) expected to learn more about the different dimensions, principles, and domains of classroom justice in teacher justice training courses; and (4) had positive attitudes toward the usefulness of classroom justice training for enhancing teachers’ pedagogical knowledge, skills, and practices. These results can encourage L2 policymakers and teacher educators to inculcate training courses on theory and practice of classroom justice into L2 teacher education programs with the prospect of empowering teachers to implement justice in their classroom behaviors and ultimately, increase their professional effectiveness.

show abstract

Section: Discussionsupporting

confidence: 87%

mentioning

confidence: 99%

Iranian Efl Teachers’ Expectations and Perceptions About Teacher Classroom Justice Training

Estaji

Zhaleh

2022

TEFLIN

View full text Add to dashboard Cite

show abstract

“…This finding brings new insights to the recent debate about agency (Mameli et al, 2020), which is considered as taking a twofold meaning in the course of classroom dynamics. One form of agency basically conveys alignment with the teacher's directions, while another expresses resistance and challenge the teacher's power, especially in situations perceived to be unsatisfactory (Grazia et al, 2020). Having found that agentic engagement was higher, as compared with the other dimensions of engagement, in the cluster of Cynically disengaged students, we suggest that early adolescents make the effort to raise their voice in critical situations, presumably to produce intentional and strategic changes in their learning environment (Matos et al, 2018;Reeve & Shin, 2020).…”

Section: Student Profiles: Pictures Of Early Adolescent Studentsmentioning

confidence: 69%

Students’ school climate perceptions: do engagement and burnout matter?

Molinari

Grazia

2021

Learning Environ Res

Self Cite

View full text Add to dashboard Cite

This study, conducted with a person-oriented approach, aimed to assess whether students who are positively engaged in school activities and daily practices perceive their school climate differently from students who feel distant and less engaged in school. To achieve this aim, by means of a Latent Profile Analysis with the 3-step approach, we first identified student profiles on the basis of their levels of school engagement and burnout, and then verified whether the school climate perceptions differed for the various profiles. The study involved 1065 Italian middle-school students (49% females, Mage = 11.77). School climate perceptions were assessed with the Multidimensional School Climate Questionnaire. Multidimensional measures were used for student engagement and school burnout. Four student profiles, labelled Cynically disengaged (5.9%), Moderately disengaged (21.6%), Peacefully engaged (46.1%) and Tenseley engaged (26.4%), were identified. The first two profiles involved low levels of engagement and high levels of cynical burnout, with the former showing more extreme scores. The other two profiles depicted engaged students, with the latter also revealing feelings of pressure and disillusion. The four profiles differed in their school climate perceptions, with the Peacefully engaged students reporting the highest scores and the Cynically disengaged students embodying the most critical perceptions. The study’s educational implications are discussed.

show abstract

“…The results of the research suggest that the teacher has a greater impact on student achievement and the learning process than the socioeconomic background (Brandisauskiene et al, 2021b; Schmid, 2018). The importance of teacher-student interaction is particularly important in adolescence (Grazia et al, 2021; LoCasale-Crouch et al, 2018), where the adolescent forms his or her own identity and becomes particularly sensitive to the need for equity in class and school environment. Teacher’s autonomy-supportive behavior can serve to meet these needs as it promotes the student’s autonomy, self-presence, and reducing the pressure to behave in the only correct way indicated by the teacher (Núñez & León, 2015).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The Relationship Between Teacher’s Autonomy-Supportive Behavior and Learning Strategies Applied by Students: The Role of Teacher Support and Equity

et al. 2023

View full text Add to dashboard Cite

This study aimed to investigate the role of teacher support and equity in the relationship between teacher’s autonomy-promoting behavior and students’ learning strategies. The approach examines the direct relationship between teacher’s autonomy-supportive behavior and students’ learning strategies and via perceived teacher support. It also discusses the effect of perceived equity for the relationship between autonomy-supportive behavior in teacher’s and teacher support. Data were obtained from 24 secondary schools in nine Lithuanian municipalities with poor socioeconomic level contexts ( N = 632 pupils). The findings revealed that teacher’s autonomy-supportive behavior is directly associated to student’s greater use of learning strategies, as well as through a mediator—student’s perceptions of teacher support. The association between teacher’s autonomy-supportive behavior and teacher support is moderated by students’ perceived equity so that the positive relationship is stronger for students with a higher than with a lower perceived equity. This study adds to the understanding of the importance of teacher behavior for students’ learning by concentrating on equity, which is especially essential for students from low-income families. Teachers may foster equity by providing more possibilities for autonomy for all students, creating a supportive classroom environment and inviting students to be active participants in the learning process.

show abstract

Adolescents’ profiles based on student agency and teacher autonomy support: does interpersonal justice matter?

Cited by 15 publications

References 53 publications

Iranian Efl Teachers’ Expectations and Perceptions About Teacher Classroom Justice Training

Iranian Efl Teachers’ Expectations and Perceptions About Teacher Classroom Justice Training

Students’ school climate perceptions: do engagement and burnout matter?

The Relationship Between Teacher’s Autonomy-Supportive Behavior and Learning Strategies Applied by Students: The Role of Teacher Support and Equity

Contact Info

Product

Resources

About