Being good role models, taking interest in students' lives outside class, and allowing students choices were the behaviours most consistently associated with positive change in engagement¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Among 71 teacher behaviours, being good role models (β = 0.046), taking interest in students' lives outside of class (β = 0.033), and allowing students to make choices (β = 0.029) were most consistently associated with positive change in engagement. → Michael Noetel 2023

Evidence¶

Michael Noetel 2023¶

Michael Noetel, Philip Parker, Theresa Dicke, Mark R. Beauchamp, Nikos Ntoumanis, Ryan M. Hulteen, et al. (2023). Prediction Versus Explanation in Educational Psychology: a Cross-Theoretical Approach to Using Teacher Behaviour to Predict Student Engagement in Physical Education. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09786-6

q3 · i? · associational · r2

Elastic-net regression on student ratings of 71 teacher behaviours from 1324 Year 7 students in low-SES schools identified the behaviours most consistently associated with positive change in engagement, including "being good role models (β = 0.046)". Coefficients are reported as printed; no standardised effect size is given.

"Some behaviours that were most consistently associated with a positive change in engagement were being good role models (β = 0.046), taking interest in students' lives outside of class (β = 0.033), and allowing students to make choices (β = 0.029)."

Discussion¶

Related Claims¶

• Expected tangible rewards reduce later free-choice engagement with a rewarded task, while verbal praise does not — related
• Student-rated teacher behaviours predict 4.39% of the variance in students' change in engagement in physical education across the first year of secondary school — related
• The teacher behaviours most predictive of engagement change do not neatly fit within any single motivational theory, supporting theoretical integration — related