Perceived challenge, teacher support, and teacher obstruction as predictors of student engagement.

Abstract

This study explored associations between students’ perceptions of challenge, teacher-provided support and obstruction, and students’ momentary academic engagement in high school science classrooms. Instrumental and emotional dimensions of support and obstruction were examined separately, and analyses tested whether the relationship between challenge and engagement was moderated by teacher support, teacher obstruction, and individual characteristics like gender and grade level. Students’ perceptions of challenge were positively related to their momentary reports of engagement in science learning activities, while teachers’ instrumental support was positively associated with engagement across all levels of perceived challenge. Even though teachers’ provision of emotional support was not predictive of student engagement, teachers’ emotional obstruction was negatively associated with student engagement. Teachers’ instrumental obstruction had less consistent associations with student engagement, and was only associated with declines in engagement during those moments when students perceived greater challenge in class. Both gender and grade level emerged as moderators of the relationship between challenge and engagement. Results are discussed in terms of implications for future research and instructional practice.

How High Schools Become Empowering Communities: A Mixed‐Method Explanatory Inquiry into Youth‐Adult Partnership and School Engagement

“…The observed pathways confirm extant research that youth voice makes substantial contributions to engagement, especially when students perceive school staff as partners in learning (Chopra, ; Krauss et al., ; Mitra, ; Zeldin, Krauss, Kim, Collura, & Abdullah, ). The results also confirm past research on the importance of positive attachments to school (Côté‐Lussier & Fitzpatrick, ; Pietarinen et al., Strati, Schmidt, & Maier, ). The more students perceive their schools to be safe and their teachers to be supportive of their learning, the more likely they are to be emotionally engaged, thus creating a foundation for high cognitive engagement.…”

Pentingnya Peran Guru Terhadap Keterlibatan Siswa Sd X Kelas 5 Pada Pelajaran Bahasa Mandarin Di Jakarta Barat

“…Dukungan guru diasosiasikan secara positif dengan keterlibatan di semua tingkat tantangan yang dirasakan oleh siswa (Strati, Schmidt, & Maier, 2017). Banyak anak yang tidak berhasil di sekolah karena secara konsisten memiliki interaksi negatif dengan guru mereka (Stipek, 2002).…”

“…Penelitian terdahulu menunjukkan bahwa guru yang dapat berbicara lebih dari satu bahasa akan lebih kompeten secara budaya (Diller & Moule, 2005). Penelitian sebelumnya mendukung pernyataan bahwa keterlibatan guru berperan terhadap keterlibatan siswa (Vollet, Kindermann, & Skinner, 2017;Reeve & Tseng, 2011;Strati, Schmidt, & Maier, 2017;Stipek, 2002;Klem & Connell, 2004). Penelitian lain juga menyatakan bahwa kompetensi budaya guru juga berperan terhadap keterlibatan siswa.…”

Percepción de habilidad, reto y relevancia como predictores de compromiso cognitivo y afectivo en estudiantes de secundaria

“…El compromiso de los estudiantes en contextos académicos implica involucramiento cognitivo, emocional y comportamental de los aprendices en actividades escolares y extraescolares (Skinner, Kindermann, & Furrer, 2009). El compromiso cognitivo ha sido definido como el interés, la concentración, el esfuerzo consciente por relacionar conocimiento nuevo con previo, encontrar usos al conocimiento, organizar personalmente el saber, buscar activamente ejemplos para ayudarse a entender y relacionar conocimiento entre cursos académicos, entre otros (Lam et al, 2014;Shernoff & Bempechat, 2014;Strati, Schmidt, & Maier, 2017). El compromiso afectivo se caracteriza por entusiasmo, disfrute, ánimo, gusto por las actividades escolares, orgullo de ser estudiante, satisfacción en la escuela, vitalidad y felicidad durante las jornadas escolares (Hill & Werner, 2006;Lam et al, 2014;Shernoff & Bempechat, 2014).…”

“…Otros estudios se centran en analizar el papel de las variables individuales y su relación con el compromiso, por ejemplo, estudian cómo las percepciones que los estudiantes tienen con respecto a ellos mismos como aprendices (sus habilidades, la relevancia que le atribuyen a las tareas, el interés que les generan) y el nivel de reto que demandan, influyen en los niveles de compromiso académico (Ochoa-Angrino, 2012;Shernoff, 2012;Shernoff & Anderson, 2013;Shernoff & Bempechat, 2014). Por último, otros investigadores se han centrado en estudiar la relación entre variables intrapersonales y contextuales, por ejemplo, la relación con el compromiso y las percepciones de los estudiantes con respecto al reto que implican las tareas académicas y el apoyo que ofrecen los docentes (Strati et al, 2017).…”