Patterns of motivating teaching behaviour and student engagement: a microanalytic approach |
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Authors: | Cents-Boonstra Miriam Lichtwarck-Aschoff Anna Lara Mayra Mascareño Denessen Eddie |
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Institution: | 1.Behavioural Science Institute, Radboud University, Postbus 9104, 6500, HE, Nijmegen, The Netherlands ;2.Graafschap College, J.F. Kennedylaan 49, 7001, EA, Doetinchem, The Netherlands ;3.Faculty of Behavioural and Social Sciences, University of Groningen, Grote Rozenstraat 3, 9712, TG, Groningen, The Netherlands ;4.Department of Education and Child Studies, Leiden University, Postbus 9555, 2300, RB, Leiden, The Netherlands ; |
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Abstract: | Positive student engagement is a prerequisite for students’ educational success. In this study, a microanalytic approach was used to explore patterns in teachers’ use of specific motivating teaching behaviours from the perspective of self-determination theory in relation to indicators of students’ positive engagement. The lessons of 52 teachers were observed and event-based coded. Results showed that specifically asking motivating questions and providing positive feedback and support during exercises were associated with subsequent positive student engagement. Unexpectedly, some demotivating teaching behaviours were also found to relate to positive student engagement, although to a lesser extent. Implications and directions for future research are discussed. |
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