Enhancing Students’ Engagement
Report of a 3-Year Intervention With Middle School Teachers
Bibliographic Data
| ID | 8224185 |
|---|---|
| Authors | Julianne C Turner (University of Notre Dame, corresponding author), Andrea Christensen (University of Notre Dame), Hayal Z Kackar-Cam (Northern Illinois University), Meg Trucano (University of Notre Dame), Sara M Fulmer (0009-0006-3917-6777, SUNY Oneonta) |
| Year | 2014 |
| Volume | 51 |
| Issue | 6 |
| Pages | 1195-1226 |
| Publication date | 2014-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0002831214532515 |
| OpenAlex | W2121218007 |
| Language | EN |
| Citations received | 23 |
| References cited | 65 |
All teachers ( N = 32) at one middle school participated in a university-led intervention to improve student engagement. Teachers discussed four principles of motivation and related instructional strategies. Teachers enacted instructional strategies in their classrooms. We observed six randomly selected teachers and their students over 3 years. Analyses of the dynamic patterns of teacher-student interaction (using an application of state space grids) revealed two distinct patterns. The upward group ( n = 3) showed an increase of teacher motivational support and student engagement. The stable group ( n = 3) demonstrated low levels of both teacher motivational support and student engagement. Qualitative analyses of instructional differences between the two groups help explain student engagement. Implications include conceptualizing student engagement as interpersonal classroom activity and measuring change as developmental and dynamic phenomena
Interpersonal communication · Interpersonal relationship · Mathematics education · Student engagement · Early Childhood Education and Development · Motivation and Self-Concept in Sports · Psychology · Social Psychology · Youth Development and Social Support
Teachers’ psychological functioning in the workplace
Beyond utility value interventions
Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time
Complex Systems Research in Educational Psychology
Black and Belonging at School
The Case for Multifaceted, Integrative Motivation Interventions Embedded in Classrooms
Developing and Implementing a Culturally Responsive Self-Regulated Learning Framework
The contribution of teacher structure, involvement, and autonomy support on student engagement in low-income elementary schools
Parent and teacher involvement and adolescent academic engagement
The clinical educator’s guide to fostering learner motivation
Teacher support and its impact on ESL student engagement in blended learning
Long-term intervention of at-risk elementary students' socio-motivational and reading comprehension competencies
Changing the Educational Culture of the Home to Increase Student Success at School
Factors predicting STEM career interest
Considering students in teachers' self-efficacy
Real-time teacher-student interactions
High school principal leadership, teacher capacity and conceptual teaching in math and science
The motivational dimension of language teaching
From ambivalent spaces to spaces of reciprocal encountering
Achievement vs. engagement
Urban Middle Schoolers’ Opportunities to Belong Predict Fluctuations in Their Engagement Across the School Day
Instruction and Students’ Declining Interest in Science
Making My Future Work
Words and Minds
An Attributional Theory of Motivation and Emotion
Making the Grade
Handbook of Research on Student Engagement
Longitudinal test of self-determination theory's motivation mediation model in a naturally occurring classroom context.
Congruence and friction between learning and teaching
Interpersonal Relationships, Motivation, Engagement, and Achievement
Social relationships and motivation in middle school
What makes lessons interesting? The role of situational and individual factors in three school subjects.
The Promise of Dynamic Systems Approaches for an Integrated Account of Human Development
Interest and Its Contribution as a Mental Resource for Learning
Teaching through Interactions
Is It a Challenge or a Threat? A Dual-Process Model of Teachers' Cognition and Appraisal Processes During Conceptual Change
Professional Development and Teacher Change
The Development of Competence Beliefs, Expectancies for Success, and Achievement Values from Childhood through Adolescence
Self-Efficacy as an Engaged Learner
Enhancing interest and performance with a utility value intervention.
The Persistence of Privacy
Sense of relatedness as a factor in children's academic engagement and performance.
Friendships in Middle School
How teachers’ self-efficacy is related to instructional quality
Supporting Autonomy in the Classroom
Enhancing Students' Engagement by Increasing Teachers' Autonomy Support
How students create motivationally supportive learning environments for themselves
School Engagement
The Four-Phase Model of Interest Development
Intrinsic Motivation and Self-Determination in Human Behavior
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Beyond the classroom
Classroom Belonging among Early Adolescent Students
Authentic Pedagogy and Student Performance
Motivating Learning, Performance, and Persistence
Children's preference for challenge
Student Engagement in Instructional Activity
What Makes Professional Development Effective? Results From a National Sample of Teachers
Self-efficacy mechanism in human agency
Self-determination and persistence in a real-life setting
Perceived locus of causality and internalization
Choice is good, but relevance is excellent
Promoting early adolescents' achievement and peer relationships
The need to belong
School Teacher
| Citations per year | 2.09 |
|---|---|
| Citation span | 2015 - 2026 (12) |
| Highly cited | No |