The Role of Teacher Challenge and Support in Students’ Engagement in Science

• In Event: Innovation in Research on the Role of Context in Engagement

Abstract

Using data collected through classroom videotaping and the Experience Sampling Method, this study expanded on a pilot study presented at last year’s conference, exploring associations between teacher-provided challenge, two types of support (instrumental and emotional), and students’ momentary academic engagement in high school science classrooms. Results of 3-level Hierarchical Linear Models indicate that researchers’ assessments of teacher-provided challenge positively predicted students’ momentary reports of engagement. Teachers’ provision of instrumental support was consistently associated with student engagement, whereas emotional support had more sporadic relationships with engagement. Both instrumental and emotional support interacted with challenge such that teachers’ simultaneous provision of challenge and support resulted in additional gains in student engagement. Results are discussed in terms of implications for theory and practice.

Authors

• Anna D. Strati, Aurora University

• Jennifer A. Schmidt, Northern Illinois University