Abstract
This study explored the relation between need supportive teaching and early adolescents’ engagement in moment-to-moment interactions and the development of interactional patterns over time. A single case study was conducted on one teacher and her eighth grade classroom, using classroom video observations evenly spread over the course of one school year. Multilevel and State Space Grid analyses showed that what the teacher did (in terms of supporting feelings of autonomy, competence and relatedness) when interacting with her students mattered immediately for their engagement. Further, specific structural patterns of teacher-student interaction were found, both within lessons and over time.
Original language | English |
---|---|
Article number | 103906 |
Journal | Teaching and Teacher Education |
Volume | 121 |
DOIs | |
Publication status | Published - Jan 2023 |
Bibliographical note
Publisher Copyright:© 2022 The Authors
Keywords
- Self-determination theory
- Teacher-student interactions
- Need supportive teaching
- Student engagement
- State space grids
- Classroom observation