Investigation of the effects of autonomy-support, structure and involvement on students' engagement
(2013) 15th Biennial EARLI conference for Research on Learning and Instruction — Location: Munich, Germany (27.August.2013)
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- Abstract
- The self-determination theory highlights the importance of autonomy support on students’ engagement (Reeve, 2009). If this theory also includes teachers’ provision of structure and involvement in its model, the effects of these practices have been less investigated, nor the interactions between them. Yet, the rare studies led showed significant effects: structure was significantly and positively linked with behavioural engagement and cognitive engagement, and teachers’ involvement with emotional engagement (Skinner & Belmont, 1993; Sierens et al., 2009). However these authors did not take the nested structure of their data into account. The aim of the current study is to determine the main effects and interactions of teachers’ autonomy-support, structure and involvement on engagement. Seven hundred and thirty-seven students from 57 classrooms were asked to fill in a questionnaire assessing their perceptions of teaching practices and their engagement during mathematics lessons, in 7th and 8th grade. Multi-level analyses were performed to take the classroom level into account. Results displayed a main effect of teacher structure on 8th grade engagement (behavioral, cognitive engagement and positive emotions), controlling for 7th grade engagement. Changes in emotional engagement (negative emotions) were related to autonomy-support. The results underscore the key role of structure at classroom level for engagement, and the complementary roles of autonomy-support through its effects on emotional engagement. These results stress the interest of taking these teaching practices into account to enhance students’ engagement.
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Hospel, V., & Galand, B. (2013). Investigation of the effects of autonomy-support, structure and involvement on students’ engagement. 15th Biennial EARLI conference for Research on Learning and Instruction, Munich, Germany. https://hdl.handle.net/2078.5/203800