Smart Learning Institute, Beijing Normal University, Beijing, China.
College of Child Development and Education, Zhejiang Normal University, Hangzhou, China.
BMC Psychol. 2023 Feb 9;11(1):38. doi: 10.1186/s40359-023-01071-z.
Due to its potential to address low achievement, high dropout rates, and misbehavior among students, school engagement has become an important topic in contemporary developmental psychology and educational research. Although there is a wealth of literature on the causes and effects of student engagement, the current understanding of how student engagement varies in response to different teaching styles is limited. This study examined the engagement and burnout profiles of elementary school pupils (N = 798; 51% females; M = 11.54, SD = 0.72) and the interactions between those profiles, students' characteristics and their perceptions of instructional behaviors (e.g., supporting criticism, suppressing criticism & independent viewpoints, intruding). Latent profile analysis revealed five types of profiles: moderately burned out, slightly burned out, moderately engaged, highly engaged, and highly burned out. Follow-up logistic regression analysis found that students clustered into engagement groups were likely to report higher autonomy support from teachers, especially when teachers permit criticism and independent thinking from students. In contrast, students clustered into burned out profiles were more likely to rate teacher strategies as autonomy suppressive. This became more obvious when instructors imposed meaningless and uninteresting activities. Taken together, this study indicated that autonomy-supportive teaching behaviors are pivotal in understanding student engagement and school burnout. The significance of the findings was addressed, along with implications and limitations.
由于它有可能解决学生成绩低下、辍学率高和行为不当等问题，因此，学校参与度已成为当代发展心理学和教育研究的一个重要课题。尽管有大量关于学生参与度的原因和影响的文献，但目前对于学生参与度如何因不同的教学风格而变化的理解是有限的。本研究考察了小学生（N=798；女性占 51%；M=11.54，SD=0.72）的参与度和倦怠度特征，以及这些特征与学生特征和他们对教学行为的看法（例如，支持批评、抑制批评和独立观点、侵犯）之间的相互作用。潜在剖面分析揭示了五种类型的特征：中度倦怠、轻度倦怠、中度参与、高度参与和高度倦怠。后续的逻辑回归分析发现，分组进入参与度群体的学生更有可能报告教师给予他们更高的自主性支持，尤其是当教师允许学生进行批评和独立思考时。相比之下，分组进入倦怠度特征的学生更有可能认为教师的策略是自主性抑制的。当教师强加无意义和无趣的活动时，这种情况就更加明显了。总的来说，这项研究表明，自主性支持的教学行为对于理解学生参与度和学校倦怠度至关重要。讨论了研究结果的意义，并提出了研究的意义和局限性。
