• About
  • Policies
  • What is open access
  • Library
  • Contact
Advanced search
      View Item 
      •   BUIR Home
      • University Library
      • Bilkent Theses
      • Theses - M.A. in Curriculum and Instruction
      • M.A. in Curriculum and Instruction - Master's degree
      • View Item
      •   BUIR Home
      • University Library
      • Bilkent Theses
      • Theses - M.A. in Curriculum and Instruction
      • M.A. in Curriculum and Instruction - Master's degree
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      An observational study of the relationship of teachers’ instructional behavior and student engagement

      Thumbnail
      View / Download
      1.4 Mb
      Author(s)
      Devrim, Nehir
      Advisor
      Michou, Aikaterini
      Date
      2018-03
      Publisher
      Bilkent University
      Language
      English
      Type
      Thesis
      Item Usage Stats
      169
      views
      124
      downloads
      Abstract
      This study investigated the relationship between teachers’ need supportive instructional behaviors (i.e., relatedness support and provision of structure) and different types of student engagement (i.e., behavioral, emotional, cognitive and agentic engagement) from the perspective of self-determination theory. To this end, during a specific lesson teachers’ provision of structure, relatedness support and student engagement were assessed by both self-reports and observations. The participants (N=191) came from one public and one private high school in Ankara, Turkey in 10 different classes. Regression analyses revealed that both provision of structure and relatedness support can be both predicted by behavioral, emotional, agentic and overall engagement with some gender differences. The results show that the joint effects of provision of structure and relatedness support predict more engaged classrooms. Also, frequency analysis results revealed some degree of difference in students’ and observers’ perceptions of need supportive teaching. Students overestimated their teacher’s provision of structure and relatedness support. Finally, the results revealed some degree of difference in students’ and observers’ perception of student engagement. Frequency Analysis revealed that the students are more in line with their teacher than observers regarding their own engagement. However, the students also overestimated their own engagement compared to their teachers suggesting that the teachers need to put more effort in commonly agreeing with their students the needed and actual quality of engagement.
      Keywords
      Self-determination theory
      Relatedness support
      Self-determination theory
      Student engagement
      Teacher’s instructional behavior
      Permalink
      http://hdl.handle.net/11693/36345
      Collections
      • M.A. in Curriculum and Instruction - Master's degree 137
      Show full item record

      Browse

      All of BUIRCommunities & CollectionsTitlesAuthorsAdvisorsBy Issue DateKeywordsTypeDepartmentsThis CollectionTitlesAuthorsAdvisorsBy Issue DateKeywordsTypeDepartments

      My Account

      LoginRegister

      Statistics

      View Usage StatisticsView Google Analytics Statistics

      Bilkent University

      If you have trouble accessing this page and need to request an alternate format, contact the site administrator. Phone: (312) 290 1771
      © Bilkent University - Library IT

      Contact Us | Send Feedback | Off-Campus Access | Admin | Privacy