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Associations between teaching quality and secondary students’ behavioral, emotional, and cognitive engagement in school

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Abstract

Students’ perceptions of their social and instructional interactions with their teachers play a key role in students’ engagement. Understanding how the quality of these interactions can influence students’ engagement in school is paramount to improving students’ engagement. Eighty-eight year 7 students from three schools in the state of Victoria, Australia, completed a self-report survey. Participants reported their perceptions of teaching quality, and their own behavioral, emotional, and cognitive engagement in school. After controlling for individual (i.e., gender, age, academic grades, mental health) and family variables (i.e., parent support of education), teaching quality was uniquely associated with behavioral and emotional engagement. The findings indicated that teaching quality has an important, but not exclusive role in influencing students’ engagement in school.

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Acknowledgements

The authors are grateful for the financial support of the Faculty of Health Sciences, Australian Catholic University (FRSSS; Round 1, 2014). The authors assert that all procedures contributing to this work comply with the National Statement on Ethical Conduct in Human Research (Australian Catholic University Ethics Register Number: 2013 320V).

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Authors and Affiliations

  1. School of Psychology, Australian Catholic University, Locked Bag 4115, Fitzroy, VIC, 3065, Australia

    Daniel Quin, Sheryl A. Hemphill & Jessica A. Heerde

  2. Department of Paediatrics, Murdoch Childrens Research Institute, The University of Melbourne, Parkville, VIC, Australia

    Jessica A. Heerde

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Quin, D., Hemphill, S.A. & Heerde, J.A. Associations between teaching quality and secondary students’ behavioral, emotional, and cognitive engagement in school. Soc Psychol Educ 20, 807–829 (2017). https://doi.org/10.1007/s11218-017-9401-2

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  • DOI: https://doi.org/10.1007/s11218-017-9401-2

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