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Catalogue Information
Field name	Details
Nuova numerazione	80236
Collocazione	UPS BIBL CENTR SL-II-499
Autore	PÖYSÄ, S.
Titolo	Teacher–student interaction and lower secondary school students’ situational engagement. Parte componente di periodico
Descrizione fisica	pp. 374-392.
Nota generale	Estratto da: British Journal of Educational Psychology 2019, 89, 2.
Riassunto	Background Prior research has shown that engagement plays a significant role in students’ academic learning. Aims The present study sought to expand the current understanding of students’ engagement by examining how situational engagement during a particular lesson is associated with the observed teacher–student classroom interactions (i.e., emotional support, instructional support, and classroom organization) in the same lesson. Sample The participants were 709 Grade 7 students (47.7% girls) from 59 classrooms in 26 lower secondary schools and 51 teachers. Methods The data consisted of 155 video‐recorded lessons (90 language arts and 65 mathematics lessons) coded using the Classroom Assessment Scoring System – Secondary (CLASS‐S) observational instrument. Students’ self‐ratings of their situation‐specific engagement were collected using the mobile‐based In Situations (InSitu) Instrument at the end of each lesson. The data were analyzed with cross‐classified two‐level hierarchical modelling. Results and conclusion The results indicated that emotional support in the classroom was positively associated with students’ emotional engagement and help‐seeking, whereas classroom organization was associated with students’ behavioural and cognitive engagement. Overall, the findings provide novel evidence suggesting that students’ engagement can be fostered by supportive teacher‐student interactions.
Tipo di documento	RICERCA.
Soggetto	SCUOLA SECONDARIA.
	STUDENTI.
	SCUOLA.
	FRANCIA.
	RENDIMENTO.
	COOPERAZIONE.
	ADOLESCENTI.
	INSEGNAMENTO.
Ambito	Psicologico
Ambito	Pedagogico
Autore Secondario	VASALAMPI, K.
	MUOTKA, J.
	LERKKANEN, M.K.
Titolo correlato	British Journal of Educational Psychology 2019, 89, 2.
Accesso online	Accesso diretto all'articolo

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Teacher–student interaction and lower secondary school students’ situational engagement.