The Mediated Relationship Between Secondary School Student Perceptions of Teaching Behaviour and Self-Reported Academic Engagement Across Six Countries

Springer eBooks, pp. 439–471

Abstract

Abstract Limitations in the current knowledge base on the importance of perceived teaching behaviour and student engagement are visible. Past studies on this topic specifically take place in certain contexts (usually the Western context) using various instruments. The current study aims to extend our understanding of the link between perceived teaching behaviour and student engagement based on students’ perceptions using uniform measures across six contrasting national contexts. It also aims to explore the role of certain personal variables in the interplay between students’ perceived teaching behaviour and engagement. In total, 40,788 students in The Netherlands, Spain, Indonesia, South Korea, South Africa, and Turkey participated in the survey using the My Teacher Questionnaire (MTQ) and the Student Engagement scale. Item Response Theory (IRT) and Classical Test Theory (CTT) analyses were used to analyse the student data. Results show that, in general, perceived teaching behaviour is positively related, and mostly strongly, to student engagement across the six educational contexts. This means the higher the perceived teaching behaviour, the higher students reported their academic engagement, and vice versa. Slight differences in the magnitude of relationships between perceived teaching behaviour and engagement are evident. The strongest link was found in the Netherlands, followed by South Korea, South Africa, Indonesia, Turkey, and Spain. Student gender, age, and school subject hardly show effects on the interplay between perceived teaching behaviour and engagement. Implications for research and practice are discussed.

Authors 12

1. Ridwan Maulana corresponding

   University of Groningen

   Affiliation as printed

   Department of Teacher Education , University of Groningen , Groningen , The Netherlands

   Department of Teacher Education, University of Groningen, Groningen, The Netherlands

2. Rikkert M. van der Lans Aachen

   Leiden University · Leiden University Medical Center · University of Amsterdam

   Affiliation as printed

   Curium – Leiden University Medical Centre, Leiden, Netherlands

   University of Amsterdam, Amsterdam, Netherlands

3. Michelle Helms‐Lorenz

   University of Groningen

   Affiliation as printed

   Maulana et al

   Department of Teacher Education, University of Groningen, Groningen, The Netherlands

4. Sibel Telli

   Çanakkale Onsekiz Mart Üniversitesi

   Affiliation as printed

   Çanakkale Onsekiz Mart University, Çanakkale, Turkey

5. Yulia Irnidayanti

   State University of Jakarta

   Affiliation as printed

   Department of Biology and Biology Education, Faculty of Mathematics and Science, State University of Jakarta, Jakarta, Indonesia

6. Nurul Fadhilah

   University of Indonesia

   Affiliation as printed

   Department of Biostatistics and Population Studies, Faculty of Public Health, Universitas Indonesia, Depok, Indonesia

7. Carmen María Fernández García

   Universidad de Oviedo

   Affiliation as printed

   Department of Educational Sciences, University of Oviedo, Oviedo, Spain

8. Mercedes Inda

   Universidad de Oviedo

   Affiliation as printed

   University of Oviedo, Oviedo, Spain

9. Seyeoung Chun

   Chungnam National University

   Affiliation as printed

   Department of Education, Chungnam National University, Daejeon, South Korea

10. Okhwa Lee

    Chungbuk National University

    Affiliation as printed

    Department of Education, Chungbuk National University, Cheongju, South Korea

11. Thelma DE JAGER

    Tshwane University of Technology

    Affiliation as printed

    The Department of Educational Foundation, Tshwane University of Technology, Pretoria, South Africa

12. Thys Coetzee

    Tshwane University of Technology

    Affiliation as printed

    The Department of Educational Foundation, Tshwane University of Technology, Pretoria, South Africa