ABSTRACT

Given the importance of student engagement for students’ current and future success, it is essential to explore how teachers can foster student engagement within lessons. This study relied on classroom observations to describe how teachers applied Self-Determination Theory (SDT) related (de)motivating teaching behaviours to foster students’ engagement. Results from 120 observed lessons of 43 teachers indicated there were distinct relations between motivating teaching behaviours and student engagement. Most striking regarding the use of motivating teaching behaviours were the higher levels of relatedness support and guidance during activities in lessons in which students showed the highest levels of engagement. Conversely, in lessons where students were least engaged, teachers showed higher levels of chaotic teaching behaviours. Analyses of behaviours within lowly and highly engaging lessons showed that teachers in highly engaging lessons were observed to start with high levels of enthusiasm and after about ten to fifteen minutes focused on activating their students by offering room for experimenting and support while students worked on assignments. In contrast, teachers in lowly engaging lessons seemed to have a tendency to employ demotivating teaching behaviour at the start of the lesson. Implications and directions for future research are discussed.

摘要

鉴于学生参与对学生当前和未来成功的重要性，探索教师如何在课程中促进学生参与至关重要。本研究依靠课堂观察来描述教师如何应用自决理论 (SDT) 相关的（去）激励教学行为来培养学生的参与度。来自 43 名教师的 120 节观察课的结果表明，激励教学行为与学生参与之间存在明显的关系。在使用激励性教学行为方面最引人注目的是在学生表现出最高参与度的课程活动中提供了更高水平的相关性支持和指导。相反，在学生参与度最低的课程中，教师表现出更高水平的混乱教学行为。对低参与度和高参与度课程中的行为分析表明，参与度高的课程中的教师被观察到以高热情开始，大约 10 到 15 分钟后，专注于通过在学生完成作业的同时提供实验和支持空间来激活学生。相比之下，参与度较低的课程的教师似乎倾向于在课程开始时采用消极的教学行为。讨论了未来研究的意义和方向。参与度较低的课程的教师似乎倾向于在课程开始时采用消极的教学行为。讨论了未来研究的意义和方向。参与度较低的课程的教师似乎倾向于在课程开始时采用消极的教学行为。讨论了未来研究的意义和方向。