Cultural Engagement and Autonomy Support in Science Classrooms: Distinct or Overlapping Pathways to Student Engagement?
2 days ago
1 min read
We’re excited to share our new article, now published in the Journal of Educational Psychology, on how science teachers’ cultural engagement and autonomy-supportive practices relate to students’ psychological need satisfaction and engagement in high school chemistry and physics. Drawing on longitudinal survey data from diverse urban high school students during COVID-19, we found that these two sets of practices are closely linked, and that their associations with student outcomes differ in important ways for boys and girls.
Our final submitted manuscript and online supplementary materials are also attached below.
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