Hospel, Virginie
[UCL]
Galand, Benoît
[UCL]
The cognitive load theory (CLT) and the self-determination theory (SDT) are two preeminent theoretical frameworks which aim at explaining the impact of teaching practices on students. Based on research which shows our limited cognitive resources, the CLT highlights the importance of teacher guidance (structure) in learning. Research on educational effectiveness also stresses the efficiency of direct, structured teaching (Klahr & Nigam, 2004). However, these studies paid little attention to the effects of teachers’ practices on students' engagement, another process largely documented as crucial for achievement. The SDT stresses the interest of autonomy-support (provision of choice, student participation) for students' engagement. If these frameworks seem to have opposite implications, some authors suggest that structure and autonomy could be two orthogonal dimensions (Reeve, Deci & Ryan, 2004). However, the effects of their interaction have never been tested. The aim of the current study is to determine the effects (main effects and interaction) of the autonomy-support teaching and structure on engagement and learning. Six hundred and fifty-five students were asked to complete two questionnaires about engagement, perceived teaching practices in mathematics course and their knowledge in mathematics), in 7th grade and in 8th grade. A multi-level analytical framework was used to take the classroom level into account. Results displayed a main effect of teacher structure on 8th grade behavioral and cognitive engagement, controlling for 7th grade engagement. A main effect of autonomy-support was also found on emotional engagement. No direct effect of teacher practices on learning was found. However, engagement was a significant predictor of learning. No effects of interaction of autonomy and structure were found on 8th grade engagement and learning when taking 7th grade engagement or learning into account. The results stress the key role of structure and the contribution of autonomy-support, through their effects on engagement, in the process of learning.


Bibliographic reference |
Hospel, Virginie ; Galand, Benoît. The effect of autonomy-supportive and guidance practices on engagement and learning: a longitudinal multi-level study.Earli SIG 18 – From Theory to Theory (Zurich, du 29/08/2012 au 31/08/2012). |
Permanent URL |
http://hdl.handle.net/2078/114251 |