The Relationship between Teachers' Fostering Relevance Behavior and Middle School Students' Cognitive Engagement in Mathematics
- 10.2991/uipsur-17.2018.1How to use a DOI?
- autonomy-enhancing behavior, cognitive engagement, fostering relevance behavior, mathematics, middle school student
Indonesia’s long-desired quality education has not yet attained as the national quality indicators consistently show students’ low achievement, as the result of their poor understanding of school subjects. It happens because of the frequent use of rote learning strategy, instead of deep level of cognitive engagement. Teacher support, in the form of autonomy-enhancing behaviors, is regarded as one of the most important environmental factors that influence student engagement. This study aims to investigate the relationship between teachers’ fostering relevance behavior, a type of autonomy-enhancing behavior, and middle school students’ cognitive engagement in mathematics. Fostering relevance behavior and cognitive engagement was measured by Autonomy Affecting Behavior scale (Assor, Kaplan, & Roth, 2002) and Learning Strategies Scales from Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich & De Groot, 1990). Pearson correlation showed that there was a significant positive relationship between perceived teachers’ fostering relevance behavior and students’ cognitive engagement (r = 0.34; p <0.01).
- © 2018, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Bellita Pratiwi AU - Linda Primana PY - 2018/07 DA - 2018/07 TI - The Relationship between Teachers' Fostering Relevance Behavior and Middle School Students' Cognitive Engagement in Mathematics BT - Proceedings of the Universitas Indonesia International Psychology Symposium for Undergraduate Research (UIPSUR 2017) PB - Atlantis Press SP - 1 EP - 6 SN - 2352-5398 UR - https://doi.org/10.2991/uipsur-17.2018.1 DO - 10.2991/uipsur-17.2018.1 ID - Pratiwi2018/07 ER -