Bibliographic Details
| Title: |
Multilevel student-perceived teaching practices profiles: Associations with competence beliefs, task value, behavioral engagement, and academic achievement. |
| Authors: |
Olivier, Elizabeth (AUTHOR), Galand, Benoit (AUTHOR), Bélanger, Jessica (AUTHOR), Morin, Alexandre J.S. (AUTHOR) |
| Source: |
Learning & Individual Differences. Feb2025, Vol. 118, pN.PAG-N.PAG. 1p. |
| Subjects: |
Teacher organizations, Self-determination theory, Academic motivation, Teacher training, Ninth grade (Education) |
| Abstract: |
The study assesses student perceptions of their teachers' practices and their associations with motivational and academic achievement. Multilevel latent profile analyses (3710 grade 9 students, 245 classrooms) identified five profiles at the student level: Average with focus on rules (20.50 %), Average with focus on need-support (30.45 %), Differential treatment (18.86 %), Need-support and differential treatment (11.70 %), and High-on-all (18.50 %). Students corresponding to the High-on-all profile reported the most positive outcomes. We identified three profiles at the classroom level: Mostly differential treatment (20.75 %), which was associated with the worst outcomes, Average and high-on-all (41.20 %), and Mostly need-supportive (38.06 %). This study has implications for initial and continuing teacher training. By identifying profiles of teaching practices perceived by students and classrooms, the study informs what combinations of practices are positively associated with different aspects of student motivation and achievement, according to their perceptions. The findings also contribute to understanding that some practices (e.g., differential treatment), generally thought to deplete student motivation, might not need to be proscribed as long as they are counterbalanced with high levels of other positive practices (e.g., need supportive practices and rule enforcement). • We identified combinations of rule, differential treatment, need-support practices. • Students and classrooms have relatively coherent perceptions of teaching practices. • Positive global climate is associated with student motivation, engagement, and achievement. • Positive practices (rules, need-support) may compensate for differential treatment. [ABSTRACT FROM AUTHOR] |
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| Database: |
Psychology and Behavioral Sciences Collection |
