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    No aspect of structure should be left behind in relation to student autonomous motivation
    (John Wiley and Sons Ltd, 2022) Mouratidis, Athanasios; Michou, Aikaterini; Telli, Sibel; Maulana, Ridwan; Helms-Lorenz, Michelle
    Background: Provision of structure in classroom settings constitutes one of the pillars of conducive learning environments. However, little is known whether the particular elements of provided structure—namely, contingency, clear expectations, help and support, and monitoring—are equally important for student learning and motivation. Aims: In this cross-sectional study, we aimed to investigate to what extent students’ autonomous motivation is linearly and curvilinearly related to their perceptions of their teachers’ contingency, clear expectations, help and support, and monitoring. Sample: Participants were 12,036 Turkish adolescent students (age range: 15–19 years; 54.4% males) from 446 classes, nested into 24 public schools. Methods: Cross-sectional, based on student ratings of their self-determined motivation and their teacher structure provision and autonomy support. Results: Multilevel and ordinary least-squares polynomial regression analyses showed all the four perceived structure elements to predict autonomous motivation, with expectations and contingency (especially when coupled with monitoring) being even more important predictors than the other elements. Response surface analyses also showed strong positive relation between autonomous motivation and all the possible pairs of the four elements of perceived structure along the line of congruence, suggesting an additive effect when teachers are thought to be contingent and helpful and supportive (or monitor their students, or clearly communicate their expectations). Conclusions: These findings imply the key role that teachers could play in enhancing their students’ autonomous motivation by providing all the elements of structure. © 2022 The British Psychological Society.
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    Student Perceptions in Measuring Teaching Behavior Across Six Countries: A Multi-Group Confirmatory Factor Analysis Approach to Measurement Invariance
    (Frontiers Media Sa, 2020) Andre, Stefanie; Maulana, Ridwan; Helms-Lorenz, Michelle; Telli, Sibel; Chun, Seyeoung; Fernandez-Garcia, Carmen-Maria; de Jager, Thelma
    The purpose of this study is to examine measurement invariance of scoring of teaching behavior, as perceived by students, across six cultural contexts (Netherlands, Spain, Turkey, South Africa, South Korea, and Indonesia). It also aims to compare perceived teaching behavior across the six countries based on a uniform student measure. Results from multi-group confirmatory factor analyses (MGCFA) showed perceived teaching behavior in the six countries to be adequately invariant. Perceived teaching behavior was the highest in South Korea and the lowest in Indonesia. The findings provide new insights into the relevance and differences of teaching behavior across cultural contexts.
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    The mediated relationship between secondary school student perceptions of teaching behaviour and self-reported academic engagement across six countries
    (Springer International Publishing, 2023) Maulana, Ridwan; van der Lans, Rikkert; Helms-Lorenz, Michelle; Telli, Sibel; Irnidayanti, Yulia; Fadhilah, Nurul; Fernandez-Garcia, Carmen-Maria
    Limitations in the current knowledge base on the importance of perceived teaching behaviour and student engagement are visible. Past studies on this topic specifically take place in certain contexts (usually the Western context) using various instruments. The current study aims to extend our understanding of the link between perceived teaching behaviour and student engagement based on students' perceptions using uniform measures across six contrasting national contexts. It also aims to explore the role of certain personal variables in the interplay between students' perceived teaching behaviour and engagement. In total, 40,788 students in The Netherlands, Spain, Indonesia, South Korea, South Africa, and Turkey participated in the survey using the My Teacher Questionnaire (MTQ) and the Student Engagement scale. Item Response Theory (IRT) and Classical Test Theory (CTT) analyses were used to analyse the student data. Results show that, in general, perceived teaching behaviour is positively related, and mostly strongly, to student engagement across the six educational contexts. This means the higher the perceived teaching behaviour, the higher students reported their academic engagement, and vice versa. Slight differences in the magnitude of relationships between perceived teaching behaviour and engagement are evident. The strongest link was found in the Netherlands, followed by South Korea, South Africa, Indonesia, Turkey, and Spain. Student gender, age, and school subject hardly show effects on the interplay between perceived teaching behaviour and engagement. Implications for research and practice are discussed. © The Author(s) 2023. All rights reserved.