Teacher Support Predicts Curiosity, Self-Regulated Learning, and Belonging: Evidence from PISA 2022 (Indonesia)

• In Event: AERA Research in Progress Roundtable Session Two
  In Invited Roundtable: Research-in-Progress RT030 (Thursday)

Abstract

This study examines whether teacher support predicts adolescents’ engagement among Indonesian 15-year-olds in PISA 2022. We analyze three outcomes—curiosity, self-regulated learning, and sense of belonging—within motivation and engagement perspectives (self-determination and expectancy–value theories) and classroom climate research. Using the Indonesia student questionnaire, we conduct descriptive statistics, correlations, and hierarchical regressions entering gender and socioeconomic background in Step 1 and teacher support in Step 2. We report standardized effects and robustness checks. Preliminary results show small-to-moderate positive associations across outcomes. Planned extensions include path and SEM models to test indirect or competing relations. The findings provide nationally representative evidence for the role of supportive teaching in an EFL context and offer actionable implications for schools.

Author

• Asis Wahyudi, Pennsylvania State University