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dc.contributor.authorVirtanen, Tuomo
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.contributor.authorPoikkeus, Anna-Maija
dc.contributor.authorKuorelahti, Matti
dc.date.accessioned2017-01-02T10:36:10Z
dc.date.available2017-01-02T10:36:10Z
dc.date.issued2015
dc.identifier.citationVirtanen, T., Lerkkanen, M.-K., Poikkeus, A.-M., & Kuorelahti, M. (2015). The relationship between classroom quality and students' engagement in secondary school. <em>Educational Psychology</em>, 35 (8), 963-983. <a href="https://doi.org/10.1080/01443410.2013.822961">doi:10.1080/01443410.2013.822961</a>
dc.identifier.otherTUTKAID_60170
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/52576
dc.description.abstractStudent 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.
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesEducational Psychology
dc.subject.othersitoutuminen
dc.subject.otherluokkahuoneen laatu
dc.subject.otherobservointi
dc.subject.otheryläkoulu
dc.subject.otherstudent engagement
dc.subject.otherclassroom quality
dc.subject.otherclassroom observations
dc.subject.othersecondary school
dc.titleThe relationship between classroom quality and students' engagement in secondary school
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201701021007
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineErityispedagogiikka
dc.contributor.oppiaineEsi- ja alkuopetus
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2017-01-02T07:15:18Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange963-983
dc.relation.issn0144-3410
dc.relation.volume35
dc.type.versionacceptedVersion
dc.rights.copyright© 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.
dc.rights.accesslevelopenAccessfi
dc.relation.doi10.1080/01443410.2013.822961


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