Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19564
Title: 
Authors: 
Subjects: 
Classroom goal emphasis
Teacher control
Teacher support
Student engagement
Issue Date: 
2017
Citation: 
Luo, W. (2017). Perceived teaching practice and its prediction of student engagement in Singapore. Asia Pacific Education Review, 18(4), 451-463. https://doi.org/10.1007/s12564-017-9502-9
Abstract: 
This study examined teaching practice in Singapore mathematics classrooms and its prediction of student engagement. A large sample of Singapore Secondary 2 students first reported perceived teaching practice in their mathematics classrooms in Term 1 and their engagement in mathematics study in Term 2. Based on Rasch analysis of teaching practice, it was found that in general students perceived their mathematics teachers to be more learning-focused supportive than performance-focused controlling. Boys and low-achieving students from the normal stream perceived their teachers to be more performance-focused controlling. Hierarchical linear modeling found that at student level, students who perceived their teachers to be more performance-focused controlling reported higher classroom disruption, disorganization and metacognitive self-regulation, and students who perceived their teachers to be more learning-focused supportive reported higher classroom attention and metacognitive self-regulation. At class level, perceived performance-focused teacher control positively predicted students’ disorganization. In addition, this study also found some cross-level interactions on classroom disruption. Theoretical and practical implications of the findings are discussed.
Description: 
This is the final draft, after peer-review, of a manuscript published in Asia Pacific Education Review. The published version is available online at https://doi.org/10.1007/s12564-017-9502-9
URI: 
ISSN: 
1598-1037 (print)
1876-407X (online)
DOI: 
File Permission: 
Open
File Availability: 
With file
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