Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education

被引：102

作者：

van Uden, Jolien M. ^{[1
]}

Ritzen, Henk ^{[2
]}

Pieters, Jules M. ^{[3
]}

机构：

[1] Reg Coll Vocat Educ & Training Twente, NL-7553 VZ Hengelo, Netherlands

[2] Saxion Univ Appl Sci, Res Grp Educ Arrangements Social Context, NL-7550 AN Hengelo, Netherlands

[3] Univ Twente, Dept Curriculum Design & Educ Innovat, NL-7500 AE Enschede, Netherlands

来源：

TEACHING AND TEACHER EDUCATION | 2014年 / 37卷

关键词：

Student engagement; Interpersonal teacher behavior; Teacher knowledge; Self-efficacy; Teacher-student relationship; Beliefs; SELF-EFFICACY BELIEFS; SCHOOL FAILURE; DROPOUT; CAREER; PERCEPTIONS; PREDICTORS; CLASSROOM; ATTITUDES; VARIABLES;

D O I：

10.1016/j.tate.2013.08.005

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Student engagement is an important precursor for learning. In this study we used teacher (N = 200) and student (N = 2288) questionnaires to investigate whether perceived interpersonal teacher behavior and teacher beliefs concerning motives for being a teacher, attitudes toward teacher knowledge domains and self-efficacy for teaching are related to self-reported student engagement. Three components of engagement were distinguished: behavioral, emotional and cognitive engagement. The strongest relations were found between the two dimensions of interpersonal teacher behavior and the three components of student engagement. Remarkably, there was a relation of almost zero (0.01) between students' age and their engagement. (C) 2013 Elsevier Ltd. All rights reserved.

引用

页码：21 / 32

页数：12

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