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

, Regional College for Vocational Education and Training of Twente ; , Saxion University of Applied Sciences ; , University of Twente

TATE Volume 37, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

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.

Citation

van Uden, J.M., Ritzen, H. & Pieters, J.M. (2014). Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education. Teaching and Teacher Education: An International Journal of Research and Studies, 37(1), 21-32. Elsevier Ltd. Retrieved December 11, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2013.08.005

Keywords