The Teachers’ Role in Student Engagement: A Review

Pedler, Megan; Yeigh, Tony; Hudson, Susan D.

doi:10.14221/ajte.2020v45n3.4

Cited by 72 publications

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“…Graduates with high motivation for learning could enhance their soft skills, and more internship or club activities' engagement brings stronger professional skills. Graduates' interests in teaching content could motivate them to engage in learning (Evertson, 2015;Ertel, 2021); meanwhile, Pedler et al (2020) constructed a tri-dimensional frame of student engagement, based on the findings of Fredricks et al (2004), which emphasizes on the teacher's role in promoting positive student engagement, containing graduate actions/observable behaviors, feelings/internal emotions, and thoughts/internal cognitions. The learning length for core subjects or optional ones could indicate graduates' attitude to study as well as their strong will to gain more knowledge, which pushes them to devote themselves to a deeper study of academic theory and method.…”

Section: Discussionmentioning

confidence: 99%

The Employability and Career Development of Finance and Trade College Graduates

et al. 2022

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Employability is a vital aspect for human development in career fields. In order to explore the factors affecting the employability of finance and trade graduates in higher vocational colleges, the researchers focused on human development in educational settings and conducted a piece of quantitative research within nine higher vocational colleges. The study uses descriptive statistical analysis to demonstrate the sample structure, using t-test, rank sum test, and chi-square test to assess the variables. It also adopts exploratory factor analysis to identify the classification of both educational practice and employability. Then, a multivariable linear regression model was adopted to examine the relationships between three main factors as well as the employability and career development of finance and trade graduates. The findings imply that the soft skills and basic skills of finance and trade college graduates have immensely improved through educational practice; graduates with high motivation for learning could enhance their soft skills and more internships or club engagement brings stronger professional skills. Based on these results, higher vocational colleges, enterprises, policymakers, teachers, and finance and trade graduates will benefit from the findings related to the reform of educational practice for strengthening graduate employability and human development. The originality of this paper is the conceptual evolution of finance and trade college graduate employability, as well as the empirical analysis on educational practice, student engagement, and family background affecting their human development.

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Section: Discussionmentioning

confidence: 99%

The Employability and Career Development of Finance and Trade College Graduates

et al. 2022

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“…To explain the positive consequences of teacher-student rapport, Ibarra (2014) stated that establishing friendly relations with pupils enables teachers to enhance students' willingness to engage in the learning process. In this regard, Pedler et al (2020) also submitted that having positive relationships with teachers encourages students to enthusiastically participate in classroom tasks. Further, Xie and Derakhshan (2021) elucidated that positive interpersonal behaviors (e.g., confirmation, clarity, stroke, rapport, etc.)…”

Section: The Positive Consequences Of Teacher-student Rapport For Students' Academic Engagement In the Practical Instruction Classroomsmentioning

confidence: 99%

Toward the Positive Consequences of Teacher-Student Rapport for Students' Academic Engagement in the Practical Instruction Classrooms

Zhou

2021

Front. Psychol.

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Due to the fact that teacher-student rapport may favorably influence students' academic behaviors, several scholars have empirically studied the impact of this interpersonal communication behavior on a range of student-related variables. Notwithstanding, academic engagement as another student-related variable has received less empirical attention. Further, no review study has been carried out to illustrate the beneficial outcomes of teacher-student rapport for students' involvement. The current study, hence, aims to fill these gaps by explaining the construct of teacher-student-rapport and its positive consequences for students' academic engagement in the practical instruction classrooms. Drawing on the available evidence, the positive impact of teacher-student rapport on students' academic engagement was illuminated. The significant implications of the finding are also discussed.

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“…Given the pivotal role that students' academic engagement plays in their success (Carver et al, 2021;Khajavy, 2021), several studies have been conducted to uncover internal and external factors that encourage students to engage in class activities (e.g., Alvandi et al, 2015;Estepp and Roberts, 2015;Rashid and Asghar, 2016;Wong et al, 2017;Zhen et al, 2017;Ahmed et al, 2018;Maricuțoiu and Sulea, 2019;Pedler et al, 2020;Derakhshan, 2021;Jiang and Zhang, 2021). For instance, Estepp and Roberts (2015) probed into the role of teacherstudent rapport and teacher immediacy in improving students' engagement.…”

Section: Student Academic Engagementmentioning

confidence: 99%

The Role of Chinese EMI Teachers’ Clarity and Credibility in Fostering Students’ Academic Engagement and Willingness to Attend Classes

Zheng

2021

Front. Psychol.

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Given the fact that students’ absence and disengagement are among the major challenges that teachers experience in educational contexts, investigating factors contributing to students’ academic engagement and willingness to attend classes is of high importance. These challenges are more common in English as a medium of instruction (EMI) classes wherein students are usually not skilled enough to participate in academic tasks and activities. Accordingly, the present study probed into the role of Chinese EMI teachers’ clarity and credibility in fostering students’ academic engagement and willingness to attend classes. In doing so, the E-version of Teacher Clarity Short Inventory, Source Credibility Scale, Utrecht Work Engagement Scale for Students, and Willingness to Attend Classes Questionnaire was virtually distributed among 832 Chinese college students. Performing correlational analyses, strong associations were found between teachers’ clarity and credibility and students’ academic engagement and willingness to attend classes. To assess the power of Chinese EMI teachers’ clarity and credibility in predicting students’ academic engagement and willingness to attend classes, structural equation modeling (SEM) was employed. The results of SEM analysis illuminated that both teacher clarity and credibility are strong predictors of students’ academic engagement and willingness to attend classes. The implications of the findings are also discussed.

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The Teachers’ Role in Student Engagement: A Review

Cited by 72 publications

References 0 publications

The Employability and Career Development of Finance and Trade College Graduates

The Employability and Career Development of Finance and Trade College Graduates

Toward the Positive Consequences of Teacher-Student Rapport for Students' Academic Engagement in the Practical Instruction Classrooms

The Role of Chinese EMI Teachers’ Clarity and Credibility in Fostering Students’ Academic Engagement and Willingness to Attend Classes

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