Exploring Connections between Teacher Interpersonal Behaviour, Student Motivation and Competency Level in Competence-Based Learning Environments

Autor/inn/en	Misbah, Zainun; Gulikers, Judith; Widhiarso, Wahyu; Mulder, Martin
Titel	Exploring Connections between Teacher Interpersonal Behaviour, Student Motivation and Competency Level in Competence-Based Learning Environments
Quelle	In: Learning Environments Research, 25 (2022) 3, S.641-661 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-021-09395-6
Schlagwörter	Teacher Student Relationship; Competency Based Education; Educational Environment; Student Motivation; Student Attitudes; College Freshmen; Correlation; Vocational Education; Structural Equation Models; Outcomes of Education; Foreign Countries; Competence; Teacher Behavior; Indonesia + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulische Motivation; Schülerverhalten; Studienanfänger; Korrelation; Ausbildung; Berufsbildung; Lernleistung; Schulerfolg; Ausland; Kompetenz; Teacher behaviour; Lehrerverhalten; Indonesien
Abstract	Studies of connections between teacher behaviour and student outcomes are numerous, but those specifically addressing such connections in a competence-based vocational education setting are limited. For a sample of Indonesian students, this study examined the connection between two dimensions of teacher interpersonal behaviour (proximity and influence) and student competency levels, as well as whether or not these relations are mediated by students' intrinsic motivation. Additionally, it examined if these relations differed in learning environments with high versus low characteristics of competence-based education (HCBE vs. LCBE). Three questionnaires responded to by 506 first-year students were analysed using multigroups structural equation modelling. Teacher cooperative behaviour affected student motivation positively, and the influence was stronger in LCBE learning environments. Teacher controlling behaviour reduced student-perceived competency levels, with the reduction stronger in HCBE learning environments. Implications of the findings for teaching and learning in vocational education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01