Page 209 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 209
the relationship between teachers’ teaching styles, students’ engagement ...
attitude to students and students’ low autonomy regarding schoolwork) is
related to students’ negative emotions about learning and avoidance behav-
iour in their attitude to schoolwork.
To sum up, like parents, teachers also create contexts in which stu-
dents develop social and academic competencies. As studies show that the
authoritative parenting style gives the best support for a child’s develop-
ment in the home environment there is also evidence that characteristics of
the authoritative teaching style help students in the teaching context.
Below we focus on students’ engagement and students’ self-determi-
nation. These two student outcomes are significantly correlated to teachers’
teaching style (e.g. Roorda, Koomen, Spilt, & Oort, 2011; Deci & Ryan, 1987)
and thus can presumably be impacted by teachers’ carefully planned inter-
ventions in the classroom. Both outcomes have also been recognised as pre-
ventive factors for ESL (e.g. Doll & Hess, 2001).
Teaching style and students’ engagement in school
Students’ engagement in school is probably one of the most important out-
comes of an appropriate teaching style and positive student-teacher rela-
tionship (Roorda, Koomen, Spilt, & Oort, 2011) especially regarding stu-
dents at risk for ESL. Research shows that ESL is the outcome of a long
process of disengagement with measurable indicators that are present al-
ready in the early grades of schooling (e.g. Barclay & Doll, 2001; Barrington
& Hendricks, 1989). The concept of engagement has emerged as a critical
theme in the process of understanding students’ exit status from school
(Doll & Hess, 2001; Finn, 1993) and there is scientific evidence showing cor-
relations between school disengagement and ESL (e.g. Finn & Rock, 1997;
Lamb, Dwyer, & Wyn, 2000; McMillan & Marks, 2003; Willms, 2003).
Students’ disengagement from school has been found to be a major cause
of deviant behaviour at school, truanting, and low academic achievement
(Lamb, Walstab, Tesse, Vickers, & Rumberger, 2004).
Key ingredients of student engagement include student participa-
tion, identification with school or social bonding, academic performance,
and personal investment in learning (Finn, 1993; Maehr & Midgely, 1996).
Researchers view engagement as a multidimensional construct, although
many studies investigate only one dimension. Fredericks, Blumenfeld and
Paris (2004) classified 44 engagement studies within behavioural, emotion-
al and cognitive categories. Behavioural engagement is defined as student
participation in academic, social and extracurricular activities. Students
209
attitude to students and students’ low autonomy regarding schoolwork) is
related to students’ negative emotions about learning and avoidance behav-
iour in their attitude to schoolwork.
To sum up, like parents, teachers also create contexts in which stu-
dents develop social and academic competencies. As studies show that the
authoritative parenting style gives the best support for a child’s develop-
ment in the home environment there is also evidence that characteristics of
the authoritative teaching style help students in the teaching context.
Below we focus on students’ engagement and students’ self-determi-
nation. These two student outcomes are significantly correlated to teachers’
teaching style (e.g. Roorda, Koomen, Spilt, & Oort, 2011; Deci & Ryan, 1987)
and thus can presumably be impacted by teachers’ carefully planned inter-
ventions in the classroom. Both outcomes have also been recognised as pre-
ventive factors for ESL (e.g. Doll & Hess, 2001).
Teaching style and students’ engagement in school
Students’ engagement in school is probably one of the most important out-
comes of an appropriate teaching style and positive student-teacher rela-
tionship (Roorda, Koomen, Spilt, & Oort, 2011) especially regarding stu-
dents at risk for ESL. Research shows that ESL is the outcome of a long
process of disengagement with measurable indicators that are present al-
ready in the early grades of schooling (e.g. Barclay & Doll, 2001; Barrington
& Hendricks, 1989). The concept of engagement has emerged as a critical
theme in the process of understanding students’ exit status from school
(Doll & Hess, 2001; Finn, 1993) and there is scientific evidence showing cor-
relations between school disengagement and ESL (e.g. Finn & Rock, 1997;
Lamb, Dwyer, & Wyn, 2000; McMillan & Marks, 2003; Willms, 2003).
Students’ disengagement from school has been found to be a major cause
of deviant behaviour at school, truanting, and low academic achievement
(Lamb, Walstab, Tesse, Vickers, & Rumberger, 2004).
Key ingredients of student engagement include student participa-
tion, identification with school or social bonding, academic performance,
and personal investment in learning (Finn, 1993; Maehr & Midgely, 1996).
Researchers view engagement as a multidimensional construct, although
many studies investigate only one dimension. Fredericks, Blumenfeld and
Paris (2004) classified 44 engagement studies within behavioural, emotion-
al and cognitive categories. Behavioural engagement is defined as student
participation in academic, social and extracurricular activities. Students
209
