The Light and Dark Sides of Student Engagement: Profiles and Their Association with Perceived Autonomy Support
School engagement has assumed an important place in current developmental psychology and educational research due to its potential to address students’ low achievement, high dropout rates, and misbehavior. Although much has been written about the antecedents and outcomes of student engagement, liter...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-10-01
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| Series: | Behavioral Sciences |
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| Online Access: | https://www.mdpi.com/2076-328X/12/11/408 |
| _version_ | 1827647229679108096 |
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| author | Dong Yang Zhenyu Cai Yu Tan Chen Zhang Mengti Li Cheng Fei Ronghuai Huang |
| author_facet | Dong Yang Zhenyu Cai Yu Tan Chen Zhang Mengti Li Cheng Fei Ronghuai Huang |
| author_sort | Dong Yang |
| collection | DOAJ |
| description | School engagement has assumed an important place in current developmental psychology and educational research due to its potential to address students’ low achievement, high dropout rates, and misbehavior. Although much has been written about the antecedents and outcomes of student engagement, literature on how students’ level of engagement differs in response to different teaching styles was missing on a large scale. Understanding the patterns and risks linked with student engagement provides opportunities for targeted intervention. This study explored primary school students’ engagement and burnout profiles and how different profiles interacted with perceived classroom teaching styles (i.e., autonomy-supportive & autonomy suppressive). Latent profile analysis resulted in four student engagement subgroups: moderately engaged, engaged, moderately burned out, and burned out. Students clustered into engagement groups were likely to report higher autonomy support from teachers. In contrast, burned-out groups were more likely to rate teachers’ teaching styles as suppressive (i.e., autonomy suppressive). Collectively, the study indicated that autonomy-supportive teaching behaviors are pivotal in understanding student engagement and school burnout. Thus, tailored teacher-focused intervention programs that enhance teachers’ awareness of autonomy-supportive teaching is important. The significance of the findings with the demand-resource model (in the education context) was discussed. |
| first_indexed | 2024-03-09T19:16:15Z |
| format | Article |
| id | doaj.art-8b42b2e136174b829a93540905f7ebc4 |
| institution | Directory Open Access Journal |
| issn | 2076-328X |
| language | English |
| last_indexed | 2024-03-09T19:16:15Z |
| publishDate | 2022-10-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj.art-8b42b2e136174b829a93540905f7ebc42023-11-24T03:45:17ZengMDPI AGBehavioral Sciences2076-328X2022-10-01121140810.3390/bs12110408The Light and Dark Sides of Student Engagement: Profiles and Their Association with Perceived Autonomy SupportDong Yang0Zhenyu Cai1Yu Tan2Chen Zhang3Mengti Li4Cheng Fei5Ronghuai Huang6Smart Learning Institute, Beijing Normal University, Beijing 100018, ChinaSmart Learning Institute, Beijing Normal University, Beijing 100018, ChinaYizhou Elementary School, Chengdu 610000, ChinaSmart Learning Institute, Beijing Normal University, Beijing 100018, ChinaSmart Learning Institute, Beijing Normal University, Beijing 100018, ChinaSmart Learning Institute, Beijing Normal University, Beijing 100018, ChinaSmart Learning Institute, Beijing Normal University, Beijing 100018, ChinaSchool engagement has assumed an important place in current developmental psychology and educational research due to its potential to address students’ low achievement, high dropout rates, and misbehavior. Although much has been written about the antecedents and outcomes of student engagement, literature on how students’ level of engagement differs in response to different teaching styles was missing on a large scale. Understanding the patterns and risks linked with student engagement provides opportunities for targeted intervention. This study explored primary school students’ engagement and burnout profiles and how different profiles interacted with perceived classroom teaching styles (i.e., autonomy-supportive & autonomy suppressive). Latent profile analysis resulted in four student engagement subgroups: moderately engaged, engaged, moderately burned out, and burned out. Students clustered into engagement groups were likely to report higher autonomy support from teachers. In contrast, burned-out groups were more likely to rate teachers’ teaching styles as suppressive (i.e., autonomy suppressive). Collectively, the study indicated that autonomy-supportive teaching behaviors are pivotal in understanding student engagement and school burnout. Thus, tailored teacher-focused intervention programs that enhance teachers’ awareness of autonomy-supportive teaching is important. The significance of the findings with the demand-resource model (in the education context) was discussed.https://www.mdpi.com/2076-328X/12/11/408school engagementschool burnoutautonomy supportlatent profilesdemand-resource model |
| spellingShingle | Dong Yang Zhenyu Cai Yu Tan Chen Zhang Mengti Li Cheng Fei Ronghuai Huang The Light and Dark Sides of Student Engagement: Profiles and Their Association with Perceived Autonomy Support Behavioral Sciences school engagement school burnout autonomy support latent profiles demand-resource model |
| title | The Light and Dark Sides of Student Engagement: Profiles and Their Association with Perceived Autonomy Support |
| title_full | The Light and Dark Sides of Student Engagement: Profiles and Their Association with Perceived Autonomy Support |
| title_fullStr | The Light and Dark Sides of Student Engagement: Profiles and Their Association with Perceived Autonomy Support |
| title_full_unstemmed | The Light and Dark Sides of Student Engagement: Profiles and Their Association with Perceived Autonomy Support |
| title_short | The Light and Dark Sides of Student Engagement: Profiles and Their Association with Perceived Autonomy Support |
| title_sort | light and dark sides of student engagement profiles and their association with perceived autonomy support |
| topic | school engagement school burnout autonomy support latent profiles demand-resource model |
| url | https://www.mdpi.com/2076-328X/12/11/408 |
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