During school closures forced by the COVID-19 pandemic, remote/online learning has been adopted to help students continue to learn. Student engagement, which is energized by motivation as explained...

Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic

The present study took a meta-analytic approach to investigate whether students' engagement acts as a mediator in the association between affective teacher–student relationships and students' achievement. Furthermore, we examined whether results differed for primary and secondary school and whether similar results were found in a longitudinal subsample. Our sample consisted of 189 studies (249,198 students in total) that included students from preschool to high school. A distinction was made between positive relationship aspects (e.g., closeness) and negative relationship aspects (e.g., conflict). Meta-analytic structural equation modeling showed that, overall, the associations between both positive relationships and achievement and negative relationships and achievement were partially mediated by student engagement. Subsequent analyses revealed that mediation is applicable to both primary and secondary school. Only the direct association between positive relationships and engagement was stronger...

/pdf/affective-teacher-student-relationships-and-students-2bgozt8qzv.pdf

Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement

This study examined the unique relations between multiple sources (i.e., mothers, teachers, and siblings) of perceived daily autonomy support and psychological control and children's basic psychological needs and well-being. During 5 consecutive days, 2 children from 154 families (Mage youngest child = 8.54 years; SD = .89 and Mage oldest child = 10.38 years; SD = .87) provided daily ratings of the study variables. Multilevel analyses showed that each of the sources of perceived autonomy support and psychological control related uniquely to changes in daily well-being and ill-being. These associations were mediated by experienced psychological need satisfaction and frustration, respectively. Overall, the findings testify to the dynamic role of autonomy support and psychological control in children's development. Implications for future research are discussed. (PsycINFO Database Record

Children's Daily Well-Being: The Role of Mothers', Teachers', and Siblings' Autonomy Support and Psychological Control.

Digital support for student engagement in blended learning based on self-determination theory

The introduction of artificial intelligence (AI) as a subject in K-12 education is a new and important global strategic initiative, but there is a serious lack of studies in relation to this initiative that address inclusion and diversity of education. Self-determination theory (SDT) can explain student engagement from the needs satisfaction perspective. Therefore, this project aimed to investigate how SDT-based needs support by teachers and student attributes (gender and achievement level) affect AI learning at secondary school level. It adopted a two-study design, with each study using a 2 × 2 between-subjects factorial design with student needs support from teachers as one factor and one of the student attributes as the other: gender in Study 1 and achievement level in Study 2. In both studies, there were two groups – SDT-based (teacher needs support) and control (without). The analyses revealed that in the SDT-based program, (1) the students had a more positive perception of AI learning and felt that their needs were satisfied, and (2) there were non-significant differences in AI learning between boys and girls and between high and low achievers. The findings suggest that a focus on needs satisfaction could engage boys and girls, and high and low achievers in AI learning. As they become more engaged, they are likely to gain more confidence, feel that the content is more relevant, and become intrinsically motivated to pursue further AI learning. • A high-quality Artificial Intelligence (AI) school education should be designed in a fair and inclusive manner. • AI K–12 education is a new global strategic initiative, but lack of relevant studies. • This study used self-determination theory to develop a teacher need support as intervention. • The support catered to the needs of students with different genders and achievement levels. • All the students gained more confidence and became intrinsically motivated to pursue further AI learning. 

A self-determination theory (SDT) design approach for inclusive and diverse artificial intelligence (AI) education

Background
The gender gap in education in favour of girls is a widely known phenomenon. Boys generally have higher dropout rates, obtain lower grades, and show lower engagement. Insight into factors related to these academic outcomes could help to address the gender gap.

Aims
This study investigated, for Dutch language classes, (1) how boys and girls differ in behavioural engagement, (2) which teacher support dimensions (autonomy support, structure, involvement) may explain gender differences in engagement (mediation hypothesis), and (3) whether and which of these teacher support dimensions matter more for boys’ as opposed to girls’ engagement (moderation or differential effects hypothesis).

Sample
A total of 385 Grade 7 students and their 15 language teachers participated in this study.

Methods
Teacher support was assessed through student reports. Student engagement was measured using student, teacher, and observer reports. By means of structural equation modelling, the mediating role of the teacher support dimensions for gender differences in behavioural engagement was tested. The potential differential role of the teacher support dimensions for boys’ and girls’ engagement was investigated through multigroup analysis.

Results
Boys were less engaged than girls and reported lower support from their teacher. Autonomy support and involvement partially mediated the relationship between gender and behavioural engagement. Autonomy support was demonstrated to be a protective factor for boys’ engagement but not for girls’. Structure and involvement contributed equally to engagement for both sexes.

Conclusions
Although involvement and autonomy support partly explained the gender gap in engagement (mediation hypothesis), more support was found for differential effects of autonomy support on boys’ versus girls’ engagement (differential effects hypothesis).

/pdf/the-gender-gap-in-student-engagement-the-role-of-teachers-24v9pakrat.pdf

The Gender Gap in Student Engagement: The Role of Teachers' Autonomy Support, Structure, and Involvement.

Indicators and facilitators of student engagement in secondary education: Reviewing the gender gap

Een cruciale vaststelling in het Vlaamse onderwijs is dat jongens doorgaans lager presteren en vaker vroegtijdig de school verlaten dan meisjes. Een van de mogelijke verklarende factoren is de lagere betrokkenheid van jongens tijdens een aantal schoolse activiteiten. Deze bijdrage belicht de functie die de klascontext, meer bepaald de leerkracht-leerlingrelatie, kan vervullen bij de betrokkenheid van jongens en meisjes. Hierin spelen twee benaderingen omtrent genderverschillen een belangrijke rol. Ten eerste is er de ‘nature’-benadering, die aangeeft dat jongens en meisjes van nature van elkaar verschillen, dat deze verschillen onveranderlijk zijn en dat jongens en meisjes dus anders aangesproken moeten worden. Ten tweede is er de ‘nurture’benadering, die aangeeft dat de sociale omgeving bepaalt welk gedrag jongens en meisjes stellen en dat er naar de diversiteit binnen de hele groep leerlingen gekeken moet worden. Het doel van dit artikel is deze benaderingen te verkennen en de leerkrachtstijlelementen die vanuit de literatuur werkbaar blijken voor het verhogen van de betrokkenheid van jongens én van meisjes, kritisch te bespreken.

https://lirias.kuleuven.be/bitstream/123456789/410299/2/impuls_jg43-4_4_is_typisch_ook_stereotypisch.pdf

Is typisch ook stereotypisch? Een leerkrachtstijl voor het verhogen van de betrokkenheid van jongens en meisjes

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The Gender Gap in Student Engagement: The Role of Teachers' Autonomy Support, Structure, and Involvement.

Indicators and facilitators of student engagement in secondary education: Reviewing the gender gap

Is typisch ook stereotypisch? Een leerkrachtstijl voor het verhogen van de betrokkenheid van jongens en meisjes