Influence of Teaching Style on Students' Engagement, Curiosity and Exploration in the Classroom

Autor/inn/en	Inayat, Awaisha; Ali, Amena Zehra
Titel	Influence of Teaching Style on Students' Engagement, Curiosity and Exploration in the Classroom
Quelle	In: Journal of Education and Educational Development, 7 (2020) 1, S.87-102 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2310-0869
Schlagwörter	Teaching Styles; Learner Engagement; Discovery Learning; Teacher Student Relationship; Personality Traits; Personal Autonomy; Student Attitudes; Student Motivation; Classroom Environment; Foreign Countries; Secondary School Students; College Students; Adolescents; Adults; Pakistan (Karachi) + Suchen Sie Ihr Suchwort? Lehrstil; Unterrichtsstil; Entdeckendes Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Individuelle Autonomie; Schülerverhalten; Schulische Motivation; Klassenklima; Unterrichtsklima; Ausland; Sekundarschüler; Collegestudent; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	Interaction between teachers and students carries immense significance inside classrooms as it contributes to students' learning. The present study aims to explore perceived teaching style (autonomous-supportive and/or controlling) and its correlation with students' engagement, curiosity and exploration in cross-sectional sample of school and university students (N= 402). Three questionnaires were used: Perceived Parental Autonomy Support Scale P-PASS (Mageau, et al., 2015); Student Engagement Instrument (Appleton, Christenson, Kim, & Reschly, 2006); and Curiosity and Exploration Inventory (Kashdan, et al., 2009). The results showed that students simultaneously perceived both teaching styles, that is, Autonomous-supportive and Controlling. However, a significant difference was observed between the score of school students where they found their teachers to be more supportive (t (402)=3.942) and controlling (t (402)=4.774) as compared to university students. Furthermore, there was moderate correlation between perceived autonomy support teaching style with students' engagement (r=0.463) as well as curiosity and exploration (r=0.318). The results offer an understanding of students' perceptions of teaching style contributing to students' curiosity and motivation to engage in classroom. (As Provided).
Anmerkungen	Institute of Business Management, Department of Education. Korangi Creek, Karachi-75190, Sindh, Pakistan. Tel: +92-21-111-002-004; Fax: +92-21-3509-0968; e-mail: education.journal@obm.edu.pk; Web site: https://journals.iobmresearch.com/index.php/JoEED/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01