Classroom-level teacher structure is linked with students' behavioral, cognitive and emotional engagement in language classes¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Classroom context, especially structure, is linked with behavioral, cognitive and emotional engagement. → Hospel 2016

Evidence¶

Hospel 2016¶

Hospel, V., & Galand, B. (2016). Are both classroom autonomy support and structure equally important for students’ engagement? A multilevel analysis. Learning and Instruction, 41(1), 1-10. https://doi.org/10.1016/j.learninstruc.2015.09.001

q3 · i? · associational · r2

Multilevel analyses of questionnaire data from 744 ninth-grade students in 51 classes on engagement in language classes and perceptions of teacher provision; the study reports that "the links between classroom context, especially structure, and the three components of engagement" were highlighted. No effect size is printed in the available text.

"The results highlight the links between classroom context, especially structure, and the three components of engagement."

Discussion¶

Related Claims¶

• Main effects and the interaction of classroom autonomy support and structure were tested on the three engagement components using multilevel analyses — related
• Positive Greetings At The Door Improve Engagement — related
• Co-regulation strategies were reported to create a safe, positive classroom climate and to help youth manage emotions — related
• A regulation macro script structured collaboration to support socio-cognitive and socio-emotional monitoring among teacher-education students — related