The Predictors of Student Engagement: Instructional Support Vs. Emotional Support

Abstract

Student success can be impacted by internal factors such as their emotional well-being and external factors such as organizational support and instructional support in the classroom. This study is to identify at least one factor that forecasts student engagement. Data were taken from the Consortium for Political and Social Research. The study was involved mathematics teachers and encompassed three years of data collection and observation. Data were collected first hand through classroom observations and student–teacher surveys. In this study, a multiple linear regression revealed that a model predicting student engagement from emotional support, classroom organization, and instructional support was significant. Four linear regression models were tested using hierarchical regression to examine the effects of independent variables: emotional support was the highest predictor of student engagement while instructional support was the lowest.