Loretta Gazzera 17995069

RESEARCH
TEACHING AND
LEARNING 2
2018
Western Sydney University

Group Question
Maintaining consistent student engagement in contemporary high schools.

Focus Question
The importance of positive teacher-student relationships in relation to behavioural and
psychological engagement
Loretta Gazzera 17995069

The importance of positive teacher-student relationships in relation to behavioural and

psychological engagement

To date, educational researchers and practitioners have been confronted with the critical
issue of how to maintain student engagement in schools. In reality, many positive and negative
factors can contribute to student engagement (Chase, Warren, & Lerner, 2015). However, this
literature review focuses primarily on positive teacher-student relationships and how this effects
student engagement.

Engagement is a multidimensional concept involving several different components including

behavioural, psychological, cognitive and academic (Lee, 2012). Despite continuous research,
there is no definitive conclusion as to which type of engagement is most important in a school
setting. In saying this, most studies have concentrated on behavioural and psychological
engagement in schools (Lee, 2012). Behavioural engagement includes the student’s participation
in academic and non-academic school activities whereas, psychological engagement involves the
student’s sense of belonging and identification with the school (Lee, 2012). From this, one must
question, how can positive teacher-student relationships affect behavioural and psychological
engagement?

Large numbers of research have concentrated on what teachers can do to promote student
engagement within their classrooms and on a whole-school level (Dolezal, Welsh, Pressly &
Vincient, 2003). Common findings show with increased teacher support in the form of establishing
structure, autonomy support and positive involvement it creates positive teacher-student
relationships which facilitate student engagement. Establishing structure refers to teachers
providing clear goals and immediate feedback to students (Shernoff and Csikszentmihalyi, 2009).
Autonomy support means teachers encourage students to voice their opinions and make choice
about what/how the content is learnt (Reeve, Jang, Carrell, Jeon & Barch, 2004). Furthermore,
positive involvement includes desired teacher attributes which are caring and promote supportive
relationships (Skinner, Furrer, Marchand & Kinderman, 2008).

A study conducted by Zimmer-Gembeck, Chipuer, Hanisch, Creed & McGregor (2006)

found results stating students may feel more engaged because they feel connected, autonomous
and competent within particular classrooms. However, the research found that teacher qualities of
structure, autonomy and involvement which directly relate to psychological engagement within the
classroom does not necessarily translate to students feeling these engagement qualities in a
whole school level. Interestingly, a study conducted by Klem & Connell (2004) contradict this as
they found students who perceived teachers as creating a caring, well-structured learning
environment where expectations and goals are high, clear and fair are likely to engage with the
school. Similarly, Haapasalo, Valimaa & Kannas, (2010) found a strong relationship between
Loretta Gazzera 17995069

school engagement, teacher-student relationships and negative attitudes towards workload and
school. Students who recognised they had a positive teacher-student relationship through the
three aspects of teacher support tended to have higher school engagement and positive attitudes
towards workload and school. Both studies recognise school engagement as feeling a sense of
belonging thus, they were also associated with increased attendance rates. Following from this
Perry, Liu & Yvona (2010), found that teacher support illustrated a significant effect on school
engagement which led to increased academic achievement. Moreover, the study found that
teacher support made a noteworthy contribution to career preparation compared to parental career
support emphasising the importance of teacher-student relationships to a student’s overall
achievement (Perry el al., 2010). Literature can suggest reasons as to why teacher support has a
greater influence than parental guidance. Many studies have shown that adolescents seek support
and guidance from non-parental adults (Haapasalo, et al., 2010). This means that positive teacher
involvement where teachers show support and a genuine interest in students lives such as career
aspirations can not only engage them in school but support student’s development (Haapasalo et
al., 2010).

Further research by Conner & Pope (2013) agree that teacher support facilitates student
engagement. Their study found that positive teacher involvement through care and support are
directly related to student’s behavioural engagement which measured effort, hard work, mental
exertion and completion of assignments. This supports the findings Lee (2012) deduced when
investigating relationships between student perceptions of school and student engagement. The
study examined student’s perceptions of pressures they faced to strive for academic excellence, in
other words, high expectations. It was found that teacher-student relationships demonstrating high
expectations facilitated behavioural engagement where students showed higher effort and
perseverance in learning. Therefore, students with teachers who established structure through
high expectations and clear goals performed well academically thus, engaged behaviourally. This
corresponded with the study by You and Sharkey (2009) as they also found when teachers held
expectations for homework, students would work to meet them, therefore increasing their
behavioural engagement. Self-determination theory states individuals who internalise values and
expectations of socialising agents become willing to perform desired actions. Following this theory,
it is clear that students who had positive teacher-student relationships through positive
involvement made more effort and preserved in learning as they internalised their teacher’s
expectations and goals.

Lee’s (2012) study also investigated teacher-student relationships through establishing

structure and psychological engagement within the classroom and school community. It concluded
that psychological engagement was significantly predicted by teacher-student relationships.
Following from this, in You and Sharkey’s (2009) study it was also found when teachers provided
Loretta Gazzera 17995069

students with guidance and assistance with homework tasks and assignments students feel more
encouraged and committed to complete the task thus, increasing their psychological engagement.
In reference to the self-system process model social context satisfies a person’s psychological
need for relatedness when an individual develops security within themselves and others (Connell,
1990). Consequently, when students feel supported by their teachers, they also feel secure within
themselves and others. Subsequently, this increases their sense of identity and belonginess to the
classroom and school community. Teachers high expectations when delivered in a caring and
considerate manner can also create an increased psychological engagement. Thus, this model
may explain the correlation Lee (2012) found between high expectations and psychological
engagement of students. Conversely, teachers who do not have high expectations can create a
disconnect and can alienate students. This is shown in the study conducted by Marray (2009) as it
investigated the effects of unclear expectations and engagement. It was evident that teachers who
did not have expectations or were unclear about them lowered the behavioural and psychological
engagement of students within the classroom and in the school community.

In conclusion, the importance of positive teacher-student relationships can be seen through

the direct relation to student engagement. The general desired quality of teacher support is
needed to build positive teacher-student relationships. Within this generalised support, evidence
can suggest that establishing structure, autonomy support and positive involvement are needed to
engage students both behaviourally and psychologically. Through the studies analysed above the
benefits of both forms of engagement ultimately result to an increased academic achievement and
student development through self-determination theory and the self-system process model.
Loretta Gazzera 17995069

References

Chase, P. A., Warren, D. J. A., & Lerner, R. M. (2015). School engagement, academic
achievement, and positive youth development. In P. E. Bowers, J. G. Geldhof, K. S. Johnson,
J. L.

Connell, J. P. (1990). Context, self, and action: A motivational analysis of self-system processes
across the life span. In D. Cicchetti & M. Beeghly (Eds.), The self in transition: Infancy to
childhood (pp. 61–98). Chicago, IL: University of Chicago

Conner, J. O., & Pope, D. C. (2013). Not just robo-students: Why full engagement matters and
how schools can promote it. Journal of Youth and Adolescence, 42(1), 1426–1442.
doi:10.1007/s10964-013-9948-y

Dolezal, S. E., Welsh, L. M., Pressly, M., & Vincent, M. M. (2003). How nine third grade teachers
motivate student academic engagement. Elementary School Journal, 103(3), 239–269.

Haapasalo, I., Valimaa, R., & Kannas, L. (2010). How comprehensive school students perceive
their psychosocial school environment. Scandinavian Journal of Educational Research,
54(1), 133–150. doi:10.1080/00313831003637915

Hilliard, M. R. Hershberg, V. J. Lerner, & M. R. Lerner (Eds.), Promoting positive youth

development: Lessons from the 4-H study (pp. 57–70). Cham, Switzerland: Springer

Klem, A., & Connell, J. (2004). Relationships matter: Linking teacher support to student
engagement and achievement. Journal of School Health, 74(1), 262–273.

Lee, J.-S. (2012). The effects of the teacher-student relationship and academic press on student
engagement and academic performance. International Journal of Educational Research,
53(1), 330–340. doi:10.1016/j.ijer.2012.04.006

Murray, C. (2009). Parent and teacher relationships as predictors of school engagement and
functioning among low-income urban youth. Journal of Early Adolescence, 29(1), 376–404.
doi:10.1177/0272431608322940

Perry, J. C., Liu, X., & Pabian, Y. (2010). School engagement as a mediator of academic
performance among urban youth: The role of career preparation, parental career support,
and teacher support. The Counseling Psychologist, 38(1), 269–295.
doi:10.1177/0011000009349272

Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students’ engagement by
increasing teachers’ autonomy support. Motivation and Emotion, 28(1), 147–169.
Loretta Gazzera 17995069

Shernoff, D. J., & Csikszentmihalyi, M. (2009). Flow in schools: Cultivating engaged learners and
optimal learning environments. In R. Gilman, E. S. Huebner, & M. Furlong (Eds.), Handbook
of positive psychology in schools (pp. 131–145). New York: Routledge.

Skinner, E., Furrer, C., Marchand, G., & Kinderman, T. (2008). Engagement and disaffection in the
classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4),
765–781

You, S., & Sharkey, J. (2009). Testing a developmental–ecological model of student engagement:
A multilevel latent growth curve analysis. Educational Psychology, 29(1), 659–684.
doi:10.1080/01443410903206815

Zimmer-Gembeck, M. J., Chipuer, H. M., Hanisch, M., Creed, P. A., & McGregor, L. (2006).
Relationships at school and stage-environment fit as resources for adolescent engagement
and achievement. Journal of Adolescence, 29(1), 911–933.
doi:10.1016/j.adolescence.2006.04.008
Loretta Gazzera 17995069

Dear Potential Participant:

I am working on a project titled “Maintaining consistent student engagement in contemporary high schools” for the class,
‘Researching Teaching and Learning 2,’ at Western Sydney University. As part of the project, I am collecting information to
help inform the design of a teacher research proposal.

The purpose of this research is understanding the importance of positive teacher-student relationships in relation to
behavioural and psychological engagement. In order to do this, a survey will be administered to high school students in
years 7-12. Students participating will be required to answer truthfully based on beliefs, attitudes and opinions on
themselves and majority of their teachers to understand if positive teacher-student relationships facilitate behavioural
and psychological engagement.

By signing this form, I acknowledge that:

 I have read the project information and have been given the opportunity to discuss the information and my
involvement in the project with the researcher/s.
 The procedures required for the project and the time involved have been explained to me, and any questions I
have about the project have been answered to my satisfaction.
 I consent to filling out the survey truthfully.
 I understand that my involvement is confidential and that the information gained during this data collection
experience will only be reported within the confines of the ‘Researching Teaching and Learning 2’ unit, and that
all personal details will be de-identified from the data.
 I understand that I can withdraw from the project at any time, without affecting my relationship with the
researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time university student who is 17 years
old.

Signed: __________________________________

Name: __________________________________

Date: __________________________________

By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17 years old, and provide my
consent for the person’s participation.

Signed: __________________________________

Name: __________________________________

Date: __________________________________
 Loretta Gazzera 17995069

Part B: Maintaining consistent student engagement in contemporary high schools

This survey is designed to understand the importance of positive teacher-student relationships in

relation to behavioural and psychological engagement.

For each question below, circle the response that best characterises how you feel about the
statement where: 1= Strongly Disagree, 2= Disagree, 3= Neutral, 4= Agree, 5=Strongly Agree

Strongly Strongly
Disagree Neutral Agree
Disagree Agree

I look forward going to school 1 2 3 4 5

My teachers try to get to know

1 2 3 4 5
me personally

My teachers explain the reasons

1 2 3 4 5
for our classroom rules

My teachers want to know what I

think about how we should do 1 2 3 4 5
things in class

I feel I belong to this school 1 2 3 4 5

My teachers make clear what

1 2 3 4 5
they expect of my classwork

My teachers are interested in my

1 2 3 4 5
future

When I’m in school I feel happy 1 2 3 4 5

My teachers are interested in my

1 2 3 4 5
well-being

I work very hard during class 1 2 3 4 5

I pay attention in most of my

1 2 3 4 5
classes
Loretta Gazzera 17995069

Part C: Data Collection Protocol Explanation

The survey above consists of 11 items relating to student perceptions of teacher support in
particular establishing structure, autonomy support and positive involvement. Items were also
included about psychological and behavioural engagement within the student’s classes and the
school as a whole. A range of participants who attend high school will be recruited for the data
collection in years 7 to 12. Students are being surveyed because it is important to understand their
views on teacher-student relationships and if this facilitates engagement.

The survey follows the five-point Likert Scale ranging from one (strongly disagree) to five
(strongly agree) to rank student’s attitudes based on teacher support and engagement. The scale
is beneficial to the literature review as it is used to gather information about beliefs, attitudes and
opinions for individuals (Perry el al., 2010). The advantage of using the Likert Scale is that it is
easy to understand and quantitative data collected can be easily interpreted (Perry el al., 2010).
The items related to teacher relationships were worded to reflect general perceptions of teachers
as a collective rather than individual or specific teachers (Perry el al., 2010). This gives a students
overall thought about teacher-student relationships and how this correlates with engagement.