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Interaction between teachers and students carries immense significance inside
classrooms as it contributes to students’ learning. The present study aims to
explore perceived teaching style (autonomous-supportive and/or controlling)
and its correlation with students’ engagement, curiosity and exploration in crosssectional sample of school and university students (N= 402). Three questionnaires
were used: Perceived Parental Autonomy Support Scale P-PASS (Mageau, et al.,
2015); Student Engagement Instrument (Appleton, Christenson, Kim, & Reschly,
2006); and Curiosity and Exploration Inventory (Kashdan, et al., 2009). The
results showed that students simultaneously perceived both teaching styles, that
is, Autonomous-supportive and Controlling. However, a significant difference was
observed between the score of school students where they found their teachers to
be more supportive (t (402)=3.942) and controlling (t (402)=4.774) as compared
to university students. Furthermore, there was moderate correlation between
perceived autonomy support teaching style with students’ engagement (r=.463)
as well as curiosity and exploration (r=.318). The results offer an understanding
of students’ perceptions of teaching style contributing to students’ curiosity and
motivation to engage in classroom.
Awaisha Inayat, Amena Zehra Ali. (2020) Influence of Teaching Style on Students’ Engagement, Curiosity and Exploration in the Classroom, Journal of Education and Educational Development, Volume 7, Issue 1.
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