The relationship between classroom quality and students' engagement in secondary school
Virtanen, T., Lerkkanen, M.-K., Poikkeus, A.-M., & Kuorelahti, M. (2015). The relationship between classroom quality and students' engagement in secondary school. Educational Psychology, 35 (8), 963-983. doi:10.1080/01443410.2013.822961
Published inEducational Psychology
© 2013 Taylor & Francis. This is a final draft version of an article whose final and definitive form has been published by Taylor & Francis (Routledge). Published in this repository with the kind permission of the publisher.
Student engagement has been identified as an influential mediator between classroom interactional quality and adolescent learning outcomes. This study examined the relationship between classroom quality and student behavioural engagement in secondary school classrooms. Three dimensions of classroom quality (emotional, organisational and instructional support) and the dimension of student engagement were observed in nine classrooms using the Classroom Assessment Scoring System. Self-ratings of behavioural engagement were provided by 181 Finnish secondary school students along with their teachers’ ratings of classroom-level student engagement. The results showed, first, that there was variation in both classroom quality and student behavioural engagement between the classrooms. Second, classroom organisational support was associated with observed and with teacher- and student-rated engagement, and instructional support was associated with student-rated and observed engagement. Third, emotional support did not have a direct effect on student engagement but contributed to student engagement indirectly via organisational and instructional support. There were no gender differences with respect to self-reported engagement. Class size had a positive effect on teacher-rated engagement. The results demonstrated specific associations between the domains of classroom quality and student behavioural engagement in secondary school classrooms. ...