The Influence of Teachers' Need-Support Profiles on Students' Collective Engagement in Science Classes: An Observational Study Based on Self-Determination Theory

Autor/inn/en	Subasi Çolak, Münevver; Koçak, Gülsen; Tas, Yasemin; Yerdelen, Sündüs
Titel	The Influence of Teachers' Need-Support Profiles on Students' Collective Engagement in Science Classes: An Observational Study Based on Self-Determination Theory
Quelle	In: International Journal of Contemporary Educational Research, 10 (2023) 1, S.25-41 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Subasi Çolak, Münevver) ORCID (Koçak, Gülsen) ORCID (Tas, Yasemin) ORCID (Yerdelen, Sündüs)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Science Teachers; Middle School Teachers; Middle School Students; Learner Engagement; Teacher Behavior; Profiles; Needs; Social Support Groups; Self Determination; Theories; Teacher Role; Turkey + Suchen Sie Ihr Suchwort? Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Student; Students; Schüler; Schülerin; Teacher behaviour; Lehrerverhalten; Charakterisierung; Profilanalyse; Grundbedürfnis; Social support; Soziale Unterstützung; Selbstbestimmung; Theory; Theorie; Lehrerrolle; Türkei
Abstract	This study aims to reveal the need-support profiles of science teachers by using three variables (teachers' autonomy support, involvement, and structure support), as well as the role of the teachers with such profiles in students' collective engagement. Within the scope of the study, first of all, the observation form developed by Reeve, Jang, Carrell, Jeon, and Barch (2004) was adapted into Turkish. Then, 41 science lessons taught by different teachers were observed using the form during a class hour. Descriptive statistics, cluster analysis, and independent samples t-tests were performed using IBM SPSS Statistics 20 to analyze the data. The cluster analysis showed that teachers in most classes (n = 35) were highly need-supportive, while a few teachers (n = 6) were moderately need-supportive. The independent samples t-test analysis demonstrated that the collective engagement of the students in the classrooms where the teachers were highly need-supportive was more than those of the students in the classrooms where the teachers were moderately need-supportive. Students' collective engagement varied according to the teachers' need-supportive profiles. In other words, it can be assumed that teacher behaviors play a crucial role in students' collective engagement. (As Provided).
Anmerkungen	International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01