The gender gap in student engagement: The role of teachers’ autonomy support, structure, and involvement

Lietaert, Sofie; Roorda, Debora L.; Laevers, Ferdinand; Verschueren, Karine; Fraine, Beatrijs De

doi:10.1111/bjep.12095

Cited by 210 publications

(134 citation statements)

References 68 publications

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“…This result is consistent with past findings that course engagement was significantly higher for male learners in MOOCs (Williams et al, 2018). However, this finding contradicts many studies reporting that female students had higher engagement levels than male students in traditional school settings (Fullarton, 2002; Lietaert, Roorda, Laevers, Verschueren, & De Fraine, 2015; Wang et al, 2011) and university settings (Kinzie et al, 2007; Kuh, 2003; Sontam & Gabriel, 2012). Future research could further explore the differences in gender‐engagement relationships between technology‐enhanced learning environments and traditional education settings.…”

Section: Discussionmentioning

confidence: 75%

Linking learner factors, teaching context, and engagement patterns withMOOClearning outcomes

Deng

Benckendorff

Gannaway

2020

Computer Assisted Learning

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Prior studies of MOOC learners have focused almost exclusively on behavioural and social aspects of engagement. This paper extends the scope of previous studies by adopting a multi‐dimensional, person‐centred approach to investigate learner engagement in MOOCs. An analysis of 1,452 self‐administered survey responses uncovered three prototypical categories of MOOC learners based on patterns of behavioural, cognitive, emotional and social engagement: (a) “Individually Engaged” learners, (b) “Least Engaged” learners and (c) “Wholly Engaged” learners. The study revealed significant differences among the three cohorts of MOOC participants with respect to learner factors (gender, origin, motivation), teaching context (course level, course duration, form of the assessment) and learning outcomes (course completion, perceived quality of instruction). The results of this study suggest that adopting a multi‐dimensional, person‐centred approach can be useful for researchers and practitioners to classify MOOC learners into subpopulations, design effective educational interventions that best engage different types of learners, and provide support and scaffolding to individuals with idiosyncratic or problematic engagement patterns.

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Section: Discussionmentioning

confidence: 75%

Linking learner factors, teaching context, and engagement patterns withMOOClearning outcomes

Deng

Benckendorff

Gannaway

2020

Computer Assisted Learning

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“…In the present sample, a gender difference was found with regard to boys’ higher ratings of disaffection and help‐seeking and their lower ratings of behavioural/cognitive engagement. The interaction effect, which was found for gender, indicated that emotional support in the classroom predicted students’ emotional engagement differently for girls and boys: girls seemed to benefit more than boys from emotional support in teacher–student interactions with respect to their situational experience of emotional engagement (cf., Roorda et al ., ; see also Lietaert, Roorda, Laevers, Verchueren, & De Fraine, ). The reasons behind this gender difference cannot be inferred based on the present data.…”

Section: Discussionmentioning

confidence: 96%

Teacher–student interaction and lower secondary school students’ situational engagement

Pöysä

Vasalampi

Muotka

et al. 2018

Brit J of Edu Psychol

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“…For example, previous research pointed to considerable gender differences, with girls typically reporting higher engagement than boys (e.g. Lietaert et al , 2015). Other studies demonstrated that the levels of engagement change with age, generally decreasing during secondary school (e.g.…”

Section: Literature Reviewmentioning

confidence: 99%

Student engagement as a mediator of the effects of socio‐economic status on academic performance among secondary school students in Australia

Tomaszewski

Xiang

Western

2020

British Educational Res J

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In this article, we contribute to understanding of the mechanisms through which students' socioeconomic family background can translate into academic performance by focusing on the concept of student engagement. Drawing on theoretical perspectives from disciplines across the social sciences, and a major nationally representative dataset from Australia, which links survey responses with administrative records on school performance, we conduct a series of multiple regression models to investigate the mediating role of student engagement on the relationship between students' socio-economic status (SES) and academic achievement. We find that, first, low-SES students show lower levels of engagement than other students, particularly in terms of behavioural and cognitive aspects; they also have lower achievement levels as measured by standardised test scores. We further find that lower engagement is associated with lower achievement levels, and that the effects of SES on achievement are partially mediated through student engagement. Although there are clearly other mechanisms in place that operate at the same time, it is important to focus on student engagement since it can be directly influenced by teachers and school leaders, as well as curriculum choices and school resources. This makes it a ripe target for government policies aimed at improving educational outcomes for students from low-SES families, compared with approaches targeting the influences of family environment or peer groups.

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The gender gap in student engagement: The role of teachers’ autonomy support, structure, and involvement

Abstract: Although involvement and autonomy support partly explained the gender gap in engagement (mediation hypothesis), more support was found for differential effects of autonomy support on boys' versus girls' engagement (differential effects hypothesis).

Cited by 210 publications

References 68 publications

Linking learner factors, teaching context, and engagement patterns withMOOClearning outcomes

Linking learner factors, teaching context, and engagement patterns withMOOClearning outcomes

Teacher–student interaction and lower secondary school students’ situational engagement

Student engagement as a mediator of the effects of socio‐economic status on academic performance among secondary school students in Australia

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