A1 Journal article (refereed)
Teacher-student interaction and lower secondary school students’ situational engagement (2019)

Pöysä, S., Vasalampi, K., Muotka, J., Lerkkanen, M.-K., Poikkeus, A.-M., & Nurmi, J.-E. (2019). Teacher-student interaction and lower secondary school students’ situational engagement. British Journal of Educational Psychology, 89(2), 374-392. https://doi.org/10.1111/bjep.12244

JYU authors or editors

Publication details

All authors or editors: Pöysä, Sanni; Vasalampi, Kati; Muotka, Joona; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

Journal or series: British Journal of Educational Psychology

ISSN: 0007-0998

eISSN: 2044-8279

Publication year: 2019

Volume: 89

Issue number: 2

Pages range: 374-392

Publisher: John Wiley & Sons Ltd.

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1111/bjep.12244

Publication open access: Not open

Publication channel open access:

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/65902


Background: Prior research has shown that engagement plays a significant role in students’ academic learning.

Aims: The present study sought to expand the current understanding of students’ engagement by examining how situational engagement during a particular lesson is associated with the observed teacher–student classroom interactions (i.e., emotional support, instructional support, and classroom organization) in the same lesson.

Sample: The participants were 709 Grade 7 students (47.7% girls) from 59 classrooms in 26 lower secondary schools and 51 teachers.

Methods: The data consisted of 155 video‐recorded lessons (90 language arts and 65 mathematics lessons) coded using the Classroom Assessment Scoring System – Secondary (CLASS‐S) observational instrument. Students’ self‐ratings of their situation‐specific engagement were collected using the mobile‐based In Situations (InSitu) Instrument at the end of each lesson. The data were analyzed with cross‐classified two‐level hierarchical modelling.

Results and conclusions: The results indicated that emotional support in the classroom was positively associated with students’ emotional engagement and help‐seeking, whereas classroom organization was associated with students’ behavioural and cognitive engagement. Overall, the findings provide novel evidence suggesting that students’ engagement can be fostered by supportive teacher‐student interactions.

Keywords: upper comprehensive school; classroom work; teacher-pupil relationship; committing oneself

Free keywords: lower secondary school; observations; situational engagement; teacher–student interaction

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Related projects

Ministry reporting: Yes

Reporting Year: 2019

JUFO rating: 2

Last updated on 2023-27-02 at 11:57