A piece of the puzzle to understand the association between instructional support and student engagement

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2025-02-10 DOI:10.1016/j.lindif.2025.102634

Maren Stahl Lerang , Tuomo E. Virtanen , Sigrun K. Ertesvåg , Trude Havik

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引用次数: 0

Abstract

The aim of this study was to explore the variation in students' perceived instructional support and their behavioral and emotional engagement across three timepoints. The extent to which students' gender explained these associations and whether observed instructional support was associated with students' engagement were also investigated. The data included a sample of 1306 students (aged 10–15) and 79 teachers from 15 Norwegian public schools. Cross-classified multilevel modeling was applied to investigate these associations. The results revealed variation across the three timepoints in students' perceived instructional support and their behavioral and emotional engagement. Students' gender explained the association between students' perceived instructional support and behavioral engagement, with girls showing a stronger association. The study's results and practical implications are discussed, considering the importance of teachers' instructional support quality in enhancing students' engagement and learning.

Educational relevance statement

Students' engagement in tasks and schoolwork is important for their learning and developing. The results indicate that students' engagement varies with the quality of teachers' instructional support; thus, when teachers provide high-quality instructional support, students report high levels of engagement. Consequently, teachers will benefit from improving their instructional support quality to engage their students in learning activities. Teachers' instructional support is malleable and can, unlike individual and family factors, be improved by schools and teachers. Professional development for student engagement benefits from including instructional support.

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这是理解教学支持和学生参与之间关系的一块拼图

本研究的目的是探讨学生在三个时间点上感知教学支持和他们的行为和情感投入的变化。学生的性别在多大程度上解释了这些联系，以及观察到的教学支持是否与学生的参与有关。数据包括来自挪威15所公立学校的1306名学生（10-15岁）和79名教师的样本。交叉分类多层次模型应用于调查这些关联。结果显示，在三个时间点上，学生对教学支持的感知以及他们的行为和情感投入存在差异。学生的性别解释了学生感知教学支持与行为投入之间的关联，女生表现出更强的关联。考虑到教师的教学支持质量对提高学生的参与和学习的重要性，讨论了研究的结果和现实意义。教育相关性陈述学生对任务和作业的参与对他们的学习和发展很重要。结果表明：教师的教学支持质量不同，学生的参与程度也不同；因此，当教师提供高质量的教学支持时，学生报告的参与度很高。因此，教师将受益于提高教学支持质量，使学生参与学习活动。教师的教学支持是可塑的，与个人和家庭因素不同，它可以通过学校和教师来改善。学生参与的专业发展受益于包括教学支持。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).