Multilevel student-perceived teaching practices profiles: Associations with competence beliefs, task value, behavioral engagement, and academic achievement.
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| Title: | Multilevel student-perceived teaching practices profiles: Associations with competence beliefs, task value, behavioral engagement, and academic achievement. |
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| 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] |
| Copyright of Learning & Individual Differences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 183035796 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Multilevel student-perceived teaching practices profiles: Associations with competence beliefs, task value, behavioral engagement, and academic achievement. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Olivier%2C+Elizabeth%22">Olivier, Elizabeth</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Galand%2C+Benoit%22">Galand, Benoit</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bélanger%2C+Jessica%22">Bélanger, Jessica</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Morin%2C+Alexandre+J%2ES%2E%22">Morin, Alexandre J.S.</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Learning+%26+Individual+Differences%22">Learning & Individual Differences</searchLink>. Feb2025, Vol. 118, pN.PAG-N.PAG. 1p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Teacher+organizations%22">Teacher organizations</searchLink><br /><searchLink fieldCode="DE" term="%22Self-determination+theory%22">Self-determination theory</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br /><searchLink fieldCode="DE" term="%22Ninth+grade+%28Education%29%22">Ninth grade (Education)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Learning & Individual Differences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1016/j.lindif.2025.102631 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 1 StartPage: N.PAG Subjects: – SubjectFull: Teacher organizations Type: general – SubjectFull: Self-determination theory Type: general – SubjectFull: Academic motivation Type: general – SubjectFull: Teacher training Type: general – SubjectFull: Ninth grade (Education) Type: general Titles: – TitleFull: Multilevel student-perceived teaching practices profiles: Associations with competence beliefs, task value, behavioral engagement, and academic achievement. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Olivier, Elizabeth – PersonEntity: Name: NameFull: Galand, Benoit – PersonEntity: Name: NameFull: Bélanger, Jessica – PersonEntity: Name: NameFull: Morin, Alexandre J.S. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10416080 Numbering: – Type: volume Value: 118 Titles: – TitleFull: Learning & Individual Differences Type: main |
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