Need-supportive teaching and student engagement in the classroom: Comparing the additive,synergistic, and global contributions |
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| Institution: | 1. Roosevelt Center for Excellence in Education, Utrecht University, Groenmarkt 13, 4331 BH Middelburg, The Netherlands;2. HZ University of Applied Sciences, Edisonweg 4, 4382 NW Vlissingen, The Netherlands;3. Department of Psychology, Education, and Child Studies, Erasmus University Rotterdam, Burgemeester Oudlaan 50, 3062 PA Rotterdam, The Netherlands |
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| Abstract: | This study contrasts three hypotheses to determine the best configuration of teacher need-supporting practices (autonomy support, structure, and involvement) in terms of classroom-levels of behavioral, emotional, and cognitive engagement. Multilevel analyses were conducted among a sample of 1193 8th grade students nested in 57 math classrooms. Results failed to support the additive hypothesis (H1), which anticipated that all three practices would be associated with classroom-levels of engagement when jointly considered. Results also failed to support the synergistic hypothesis (H2), which predicted that the greatest benefits would emerge in classrooms characterized by a high level of two or three practices. Finally, results supported the global hypothesis (H3), which anticipated that the global level taken across the three practices—captured by a global factor—would provide optimal support to classroom-levels of engagement. Specific factors representing the imbalance in autonomy support, structure, and involvement also contributed to some aspects of classroom-levels of engagement. |
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| Keywords: | Student engagement Need-supportive teaching practices Bifactor-confirmatory factor analyses Multilevel analyses |
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