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

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buir.advisorMichou, Aikaterini
dc.contributor.authorDevrim, Nehir
dc.date.accessioned2018-04-02T07:43:43Z
dc.date.available2018-04-02T07:43:43Z
dc.date.copyright2018-03
dc.date.issued2018-03
dc.date.submitted2018-03-30
dc.departmentM.A. in Curriculum and Instructionen_US
dc.descriptionCataloged from PDF version of article.en_US
dc.descriptionThesis (M.S.): Bilkent University, The Program Of Curriculum And Instruction, İhsan Doğramacı Bilkent University, 2018.en_US
dc.descriptionIncludes bibliographical references (leaves 62-71).en_US
dc.description.abstractThis 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.en_US
dc.description.degreeM.A.en_US
dc.description.statementofresponsibilityby Nehir Devrim.en_US
dc.format.extentxiii, 81 leaves : illustrations ; 30 cmen_US
dc.identifier.itemidB157111
dc.identifier.urihttp://hdl.handle.net/11693/36345
dc.language.isoEnglishen_US
dc.publisherBilkent Universityen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectSelf-determination theoryen_US
dc.subjectRelatedness supporten_US
dc.subjectSelf-determination theoryen_US
dc.subjectStudent engagementen_US
dc.subjectTeacher’s instructional behavioren_US
dc.titleAn observational study of the relationship of teachers’ instructional behavior and student engagementen_US
dc.title.alternativeÖğretmenlerin eğitsel davranışları ve öğrenci katılımı ilişkisi arasında gözlemsel bir çalışmaen_US
dc.typeThesisen_US
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