The mediated relationship between secondary school student perceptions of teaching behaviour and self-reported academic engagement across six countries

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dc.contributor.authorMaulana, Ridwan
dc.contributor.authorvan der Lans, Rikkert
dc.contributor.authorHelms-Lorenz, Michelle
dc.contributor.authorTelli, Sibel
dc.contributor.authorIrnidayanti, Yulia
dc.contributor.authorFadhilah, Nurul
dc.contributor.authorFernandez-Garcia, Carmen-Maria
dc.date.accessioned2025-01-27T18:53:10Z
dc.date.available2025-01-27T18:53:10Z
dc.date.issued2023
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractLimitations 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.
dc.identifier.doi10.1007/978-3-031-31678-4_20
dc.identifier.endpage471
dc.identifier.isbn978-303131678-4
dc.identifier.isbn978-303131677-7
dc.identifier.scopus2-s2.0-85170174858
dc.identifier.scopusqualityN/A
dc.identifier.startpage439
dc.identifier.urihttps://doi.org/10.1007/978-3-031-31678-4_20
dc.identifier.urihttps://hdl.handle.net/20.500.12428/12617
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer International Publishing
dc.relation.ispartofEffective Teaching Around the World: Theoretical, Empirical, Methodological and Practical Insights
dc.relation.publicationcategoryKitap Bölümü - Uluslararası
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_Scopus_20250125
dc.subjectCross-national study; Secondary education; Student engagement; Student perceptions; Teaching behaviour
dc.titleThe mediated relationship between secondary school student perceptions of teaching behaviour and self-reported academic engagement across six countries
dc.typeBook Chapter

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