Understanding student behavioral engagement: Importance of student interaction with peers and teachers

Nguyen, Tuan D.; Cannata, Marisa; Miller, Jason

doi:10.1080/00220671.2016.1220359

Cited by 165 publications

(140 citation statements)

References 45 publications

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“…Other studies have shown that students' sense of competence and task value are important antecedents of achievement in Language Arts (Froiland & Oros, 2013;Froiland & Worrell, 2016;Plante et al, 2013). These results suggest that although both teaching practices may similarly benefit distinct aspects of behavioural engagement and achievement, as found by Nguyen et al (2016), the underlying motivational processes linking teaching practices to student engagement may be different. The present study will assess these mechanisms and also account for important methodological considerations.…”

Section: Continuedmentioning

confidence: 75%

“…Focusing on each behaviour separately is a strategy to achieve such a consistent operationalization. Advocating for a more fine-grained analysis of student behaviours, Nguyen, Cannata, and Miller (2016) have studied good conduct, participation, and effort as distinct components of student behavioural engagement. Similarly, Hospel, Galand, and Janosz (2016) have disentangled student participation, following instructions, withdrawal, disruptiveness, and absenteeism.…”

Section: Student Engagement and Achievementmentioning

confidence: 99%

“…For example, autonomy support could lead to student participation, whereas structure could lead to student compliance with classroom rules. Apart from Nguyen et al (2016), no study has investigated this specific matter. Results from their study were inconclusive in the sense that various teaching practices produced similar benefits across the distinct dimensions of student behavioural engagement.…”

Section: Continuedmentioning

confidence: 99%

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Understanding behavioural engagement and achievement: The roles of teaching practices and student sense of competence and task value

Olivier

Galand

Hospel

et al. 2020

Brit J of Edu Psychol

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Background. Different teaching practices, such as autonomy support and structure, provide students with a positive learning context supporting their engagement, which can operate through their underlying motivation, including sense of competence and task value. Aims. This study aims at investigating the best configuration (unique or synergistic) between autonomy support and structure to support student behavioural engagement, including compliance, participation, and misbehaviour, and reading achievement. A second objective is to assess students' sense of competence and task value as mediators linking teaching practices to student engagement and achievement. Sample. The samples included 1,666 7th-grade students and their 85 teachers. Students answered questionnaires and tests at the beginning and the end of the school year. Methods. Students' perceptions of the use of autonomy support and structure by their Language Arts teacher were aggregated at the classroom level. Students rated their sense of competence and task value in Language Arts class. Twice during the school year, they also reported three facets of their behavioural engagement (compliance, participation, and misbehaviour) and answered a reading comprehension test. Multilevel path analyses using Mplus7 allowed accounting for the nested structure of data. Results. Student sense of competence mediated the association of student classroomaggregated perceptions of teacher structure and autonomy support with self-reported participation in the classroom. Task value mediated the association between both teaching practices and student misbehaviour and compliance, as reported by students. Sense of competence was directly associated with later reading achievement, but the indirect effect of teaching practices was not significant. We found no significant interaction (synergistic effect) between teacher autonomy support and structure. Conclusion. Student classroom-aggregated perception of teacher autonomy support and structure is important to nurture behavioural engagement. However, we found no extra benefit of combining these two dimensions of teaching practices. The processes linking these teaching practices to the three facets of student behavioural engagement

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Section: Continuedmentioning

confidence: 75%

Section: Student Engagement and Achievementmentioning

confidence: 99%

Section: Continuedmentioning

confidence: 99%

See 1 more Smart Citation

Understanding behavioural engagement and achievement: The roles of teaching practices and student sense of competence and task value

Olivier

Galand

Hospel

et al. 2020

Brit J of Edu Psychol

View full text Add to dashboard Cite

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“…Disengagement has been found to be particularly acute during early adolescence and persists into the secondary school years [36]. While it is recognised that engagement occurs on a cognitive, emotional and behavioural level [37,38], behavioural engagement–which can be classified according to how students interact with the teacher, their peers and the lesson content–is assessed most frequently as it is directly observable [39]. Student engagement is generally categorised and measured as a binary–engaged or disengaged [39].…”

Section: Discussionmentioning

confidence: 99%

“…While it is recognised that engagement occurs on a cognitive, emotional and behavioural level [37,38], behavioural engagement–which can be classified according to how students interact with the teacher, their peers and the lesson content–is assessed most frequently as it is directly observable [39]. Student engagement is generally categorised and measured as a binary–engaged or disengaged [39]. However, engagement is not constant, but context-specific [37], temporal and thus exists along a continuum [39].…”

Section: Discussionmentioning

confidence: 99%

Flexible learning spaces facilitate interaction, collaboration and behavioural engagement in secondary school

et al. 2019

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Globally, many schools are replacing traditional classrooms with innovative flexible learning spaces to improve academic outcomes. Little is known about the effect on classroom behaviour. Students from nine secondary schools (n = 60, M age = 13.2±1.0y) were observed via momentary time sampling for a 30 minute period, in both a traditionally furnished and arranged classroom and a flexible learning space containing a variety of furniture options to accommodate different pedagogical approaches and learning styles. The teaching approaches in both conditions were documented. In traditional classrooms the approach was predominantly teacher-led and in the flexible learning space it was student-centred. Students in flexible learning spaces spent significantly more time in large group settings (d = 0.61, p = 0.001), collaborating (d = 1.33, p = 0.001), interacting with peers (d = 0.88, p = 0.001) and actively engaged (d = 0.50, p = 0.001) than students in traditional classrooms. Students also spent significantly less class time being taught in a whole class setting (d = -0.65, p = 0.001), engaged in teacher-led instruction (d = -0.75, p = 0.001), working individually (d = -0.79, p = 0.001), verbally off-task (d = -0.44, p = 0.016), and using technology (d = -0.26, p = 0.022) than in traditional classrooms. The results suggest that the varied, adaptable nature of flexible learning spaces coupled with the use of student-centred pedagogies, facilitated a higher proportion of class time interacting, collaborating and engaging with the lesson content. This may translate into beneficial learning outcomes in the long-term.

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Exploring social and environmental predictors of school engagement among first‐ and second‐generation Latino youth: A multidimensional approach

Bjugstad,

Cardoso,

Chen

et al. 2023

Psychology in the Schools

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Using a multidimensional, integrative approach this study examined the influence of social position factors (nativity, economic hardship, and language) and environmental contexts (community trauma, geographic location, and discrimination) on three domains of school engagement (cognitive, behavioral, and relational) among a community sample of first‐ and second‐generation Latino adolescents. Findings from this study reveal that both social position and environmental contexts significantly and differentially predicted each of the three domains of school engagement. Participants (n = 306) included students from 11 high schools in two US cities. Fifty‐three percent were first‐generation immigrants and 80% were born, or had a parent from, Mexico or Central America. Results indicated that all three social position factors (nativity, economic hardship, and language) and two of the three environmental contexts (community trauma exposure and discrimination) significantly and differentially predicted each of the three domains of school engagement. Findings emphasize the direct effects of student's social positionality and environmental contexts on their engagement in school.

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Understanding student behavioral engagement: Importance of student interaction with peers and teachers

Cited by 165 publications

References 45 publications

Understanding behavioural engagement and achievement: The roles of teaching practices and student sense of competence and task value

Understanding behavioural engagement and achievement: The roles of teaching practices and student sense of competence and task value

Flexible learning spaces facilitate interaction, collaboration and behavioural engagement in secondary school

Exploring social and environmental predictors of school engagement among first‐ and second‐generation Latino youth: A multidimensional approach

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