Patterns of motivating teaching behaviour and student engagement: a microanalytic approach

Cents-Boonstra, Miriam; Lichtwarck‐Aschoff, Anna; Lara, Mayra Mascareño; Denessen, Eddie

doi:10.1007/s10212-021-00543-3

Cited by 24 publications

(27 citation statements)

References 77 publications

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“…According to this study, in an online learning environment, autonomy-supportive teaching motivations positively affected students' intrinsic motivation and student engagement. This has also been confirmed in previous studies (Cents-Boonstra et al, 2021;Matos et al, 2018). In contrast, controlling teaching motivations also had positive impacts on extrinsic motivation.…”

Section: Discussionsupporting

confidence: 87%

“…This finding was also supported by Assor et al (2002) who showed that controlling teaching motivations could not be consistently effective on student engagement. Furthermore, the utility of controlling teaching motivations needs to be considered with its relevance to a given context (Cents-Boonstra et al, 2021). In addition, there was no association between student extrinsic motivation and student engagement in this study.…”

Section: Discussionmentioning

confidence: 77%

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The influence of teaching motivations on student engagement in an online learning environment in China

Jiang

Liang

et al. 2022

AJET

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Given the importance of student engagement for educational success, it is essential to explore how teachers can stimulate student engagement in online learning environment. However, relatively little research drawing from self-determination theory has examined the links between teaching motivations and student engagement. To this end, this study was conducted to survey 414 Chinese college students’ perceptions of teaching motivations, their own intrinsic and extrinsic motivations during the learning process, as well as their engagement with online learning. The findings indicated that the survey had satisfactory validity and internal consistency. Structural equation model revealed the interrelationships between autonomy-supportive teaching motivations, controlling teaching motivations, student intrinsic and extrinsic motivations, and student engagement. The results showed that in online learning environments, autonomy-supportive teaching motivations and student intrinsic motivation were positively related to student engagement. Unexpectedly, controlling teaching motivations and student extrinsic motivation had no significant effect on student engagement. Moreover, the mediating effects of student intrinsic motivation including perceived autonomy, competence, and relatedness offered a deeper understanding of the association between autonomy-supportive teaching motivations and student engagement. The main findings and practical implications together are discussed in depth. Implications for practice or policy: Teachers could adopt autonomy-supportive teaching strategies and stimulate students’ intrinsic motivation as they have shown to be positive factors for student engagement. Developers and educators could enhance student engagement through nurturing inner motivational resources in online learning environment. Researchers could verify more factors that influence student engagement and clarify how they could be manipulated in future studies.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 77%

The influence of teaching motivations on student engagement in an online learning environment in China

Jiang

Liang

et al. 2022

AJET

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“…Demotivation results from external factors (Wang and Littlewood, 2021 ). Before this, existing of motivation is a prerequisite because its gradual decrease is later named demotivation (Cents-Boonstra et al, 2022 ). In other words, the absence of motivation can be named demotivation or motivation.…”

Section: Literature Reviewmentioning

confidence: 99%

The impact of teacher attitude and teaching approaches on student demotivation: Disappointment as a mediator

Tang

2022

Front. Psychol.

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Student demotivation with English as a medium of instruction has attracted increased attention of scholars, particularly in those countries where it is taught as a second or foreign language. While there is a consensus that proficiency in English brings several benefits, it is found that students are demotivated to learn in English. As a result, many studies have tried to investigate the factors that reduce the motivation to learn in English. Drawing on disappointment theory, this study aims to investigate why and how the discouraging attitude of a teacher and discouraging teaching approaches create negative emotions (i.e., disappointment with English as a medium of instruction), which in turn demotivates Chinese students with English as a medium of instruction. This study has adopted a cross-sectional research design. The data were collected through a self-administered questionnaire survey from Chinese students (n = 428) studying in different universities in China. The hypothesized relationships were tested through PLS-based SEM by using Warp-PLS 7.0 software. The findings show that teachers' discouraging attitudes and discouraging teaching approaches are important determinants of student demotivation with English as a medium of instruction. The results also confirm that student disappointment is an important underlying mechanism in the relationship between exogenous and endogenous variables. This study contributes to the literature on student demotivation with English as a medium of instruction by superficially identifying teacher-related factors in China, which were previously overlooked. The implications of this study are that the university administration should monitor the attitude of the teachers toward English, as well as their teaching approaches, in order to curb any potential threat to student motivation. The administration should train the teachers on how to show a positive attitude and follow encouraging teaching approaches. In this way, students' disappointment with the English language and teaching methodology can also be overcome, which will ultimately increase their motivation with English as a medium of instruction in universities.

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“…Though synchronous online teaching can help students and teachers interact with each other (Caton et al ., 2021), engaging students in virtual classrooms is a major concern for teachers. Compared to traditional settings, students have lesser ways to be engaged with the institution in virtual learning environment (Cents-Boonstra et al ., 2022). The new generation of students often gets distracted by social media and other digital communication tools during the virtual classes (Dhawan, 2020).…”

Section: Introductionmentioning

confidence: 99%

Exploring student engagement in virtual classrooms: a person-centred approach using cluster analysis

Gupta

2022

IJEM

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PurposeThe purpose of this paper is to identify student clusters based on patterns of behavioural, cognitive, emotional, collaborative and social engagement in virtual classrooms, within the context of higher education. The study also attempts to explore the differences amongst the student clusters with respect to various motivating and demotivating teaching behaviours.Design/methodology/approachThe study relies on the self-determination theory to describe the dynamics related to various motivating and demotivating teaching behaviours and five different dimensions of student engagement in virtual classrooms. The data were collected from a convenience sample of 831 students from higher educational institutions in the Delhi – National Capital Region of India. Cluster analysis was performed to classify students into mutually exclusive groups based on five student engagement dimensions.FindingsThe findings revealed three student clusters: ‘fully-engaged’, ‘externally-engaged’ and ‘individually-engaged’ students. The findings also provided insights into varied correlations between specific dimensions of motivating/demotivating teaching behaviours and student engagement.Originality/valueConsidering the multi-dimensionality of student engagement as well as teaching behaviours, the study adopts a person-centred approach to understand different clusters of students in virtual classrooms and investigate the relationship between teaching behaviours and student engagement dimensions.

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Patterns of motivating teaching behaviour and student engagement: a microanalytic approach

Cited by 24 publications

References 77 publications

The influence of teaching motivations on student engagement in an online learning environment in China

The influence of teaching motivations on student engagement in an online learning environment in China

The impact of teacher attitude and teaching approaches on student demotivation: Disappointment as a mediator

Exploring student engagement in virtual classrooms: a person-centred approach using cluster analysis

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