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Background: Provision of structure in classroom settings constitutes one of the pillars of conducive learning environments. However, little is known whether the particular elements of provided structure--namely, contingency, clear expectations, help and support, and monitoring--are equally important for student learning and motivation. Aims: In this cross-sectional study, we aimed to investigate to what extent students' autonomous motivation is linearly and curvilinearly related to their perceptions of their teachers' contingency, clear expectations, help and support, and monitoring. Sample: Participants were 12,036 Turkish adolescent students (age range: 15-19 years; 54.4% males) from 446 classes, nested into 24 public schools. Methods: Cross-sectional, based on student ratings of their self-determined motivation and their teacher structure provision and autonomy support. Results: Multilevel and ordinary least-squares polynomial regression analyses showed all the four perceived structure elements to predict autonomous motivation, with expectations and contingency (especially when coupled with monitoring) being even more important predictors than the other elements. Response surface analyses also showed strong positive relation between autonomous motivation and all the possible pairs of the four elements of perceived structure along the line of congruence, suggesting an additive effect when teachers are thought to be contingent and helpful and supportive (or monitor their students, or clearly communicate their expectations). Conclusions: These findings imply the key role that teachers could play in enhancing their students' autonomous motivation by providing all the elements of structure.

Teacher behaviour has significant impact on student learning and outcomes and determines the teaching quality in learning environments. The My Teacher Questionnaire (MTQ) has been used to assess students' perceptions of teaching behaviour in national and international studies with well-cited outcomes. In this cross-sectional survey study, we adjusted and shortened the MTQ for diverse settings in Turkish secondary education, using the nonparametric IRT model, Mokken Scaling (MS). The sample consisted of 12,036 students (grade 9-12, age 15-19 years) involving 446 classes/teachers from 24 general public high schools in Turkey. More than half of the students (n = 6544, 54.40%) were females, while 306 students (2.5%) did not report their gender. The MS polytomous Double Monotonicity Model (DMM) was employed for scaling the individual student data. The ten selected items (MTQ10) showed a strong unidimensional structure (H = 0.61) with good internal reliability (Cronbach's [alpha] = 0.93, Molenaar Sijtsma [rho] = 0.93) and construct validity. The final structure was tested on three random data sets and convergent validity of the MTQ10 was examined using student engagement in learning. The scale MTQ10 functioned well across various groups (random samples, genders, grades, subjects). Based on these results, MTQ10 reveals strong psychometric quality for the assessment of students' perceptions of teaching behaviour with the potential to deepen our understanding of teaching behaviours and teaching quality in Turkey.

This study examines measurement invariance of student perceptions of teaching quality collected in five countries: Indonesia (n students = 6,331), the Netherlands (n students = 6,738), South Africa (n students = 3,422), South Korea (n students = 6,997) and Spain (n students = 4,676). The administered questionnaire was the My Teacher Questionnaire (MTQ). Student perceived teachers' teaching quality was estimated using the partial credit model (PCM). Tests for differential item functioning (DIF) were used to assess measurement invariance. Furthermore, if DIF was found, it was explored whether an application of a quasi-international calibration, which estimates country-unique parameters for DIF items, can provide more valid estimates for between-country comparisons. Results indicate the absence of non-uniform DIF, but presence of uniform DIF among most items. This suggests that direct comparisons of raw mean or sum scores between countries is not advisable. Details of the set of invariant items are provided. Furthermore, results suggest that the quasi-international calibration is promising, but also that this approach needs further exploration in the context of student perceptions of teaching quality.

Insights into how university teachers develop their teaching can strengthen the effectiveness of professional learning activities. Professional learning initiatives aim to support teachers in developing a teaching profile that is focused on student learning. However, university teachers often report a combination of content- and student-focused approaches to teaching and are not systematically focused on the learning outcomes of students. Teacher development theories hypothesise teaching growth as a hierarchy in which the development of more-complex skills (student-centred teaching) is based on the easier ones. This cumulative development of university teachers' teaching has not yet been examined in authentic learning environments. We explored whether the hierarchy can also be found in observed teaching behaviour. Rasch analysis of 203 classroom observations revealed a stage-wise ordering of the teaching skills from basic to complex, consistent with the theorised development of teaching in the literature. University teachers develop from teacher-centred to student-centred teaching by increasingly acknowledging the student in the teaching and learning process. At the same time, they aim first to gain comfort in a stage (self-focused) before improving their teaching in that development stage (focus on task). As teachers develop, they move on to student-learning focused skills, such as teaching-learning strategies.

Effective teaching is a key factor in educational effectiveness and improvement. To facilitate the knowledge exchange regarding effective teaching in secondary education internationally, there has been a growing interest in using classroom observation measures. However, little is known regarding the comparability of observation measures across various national contexts (measurement invariance). Consequently, comparing effective teaching behaviour across contexts is compromised by issues of construct and measurement equivalence. In the present study, we investigated measurement invariance of the International Comparative Analysis of Learning and Teaching (ICALT) for measuring teaching behaviour across various national contexts including the Netherlands, South Korea, South Africa, Indonesia, Hong Kong-China, and Pakistan. Results showed that ICALT indicates full strict invariance in four out of the six countries, which provides a possibility to compare teaching behaviour in the Netherlands, South Korea, South Africa, and Indonesia. South Korea indicated the highest quality of teaching behaviour, while Indonesia indicated the lowest.

Differentiated instruction is considered to be an important teaching quality domain to address the needs of individual students in daily classroom practices. However, little is known about whether differentiated instruction is empirically distinguishable from other teaching quality domains in different national contexts. Additionally, little is known about how the complex skill of differentiated instruction compares with other teaching quality domains across national contexts. To gain empirical insight in differentiated instruction and other related teaching quality domains, cross-cultural comparisons provide valuable insights. In this study, teacher classroom practices of two high-performing educational systems, The Netherlands and South Korea, were observed focusing on differentiated instruction and other related teaching quality domains using an existing observation instrument. Variable-centred and person-centred approaches were applied to analyze the data. The study provides evidence that differentiated instruction can be viewed as a distinct domain of teaching quality in both national contexts, while at the same time being related to other teaching domains. In both countries, differentiated instruction was the most difficult domain of teaching quality. However, differential relationships between teaching quality domains were visible across teacher profiles and across countries.

Research consistently shows that teaching behaviour is a highly-important indicator of learning environments. Based on a teacher effectiveness model with six observable teaching behaviour domains (safe learning climate, efficient classroom management, clarity of instruction, activating teaching, teaching-learning strategies, and differentiation), the present paper examines the psychometric quality of the My Teacher questionnaire for capturing student perceptions of teaching behaviour in the Spanish secondary-education context. Additionally, this study validated the model of teaching behaviour and student engagement and its relevance in Spain. 7114 students of 410 teachers attending 56 public and private Spanish schools constituted the sample. The six teaching behavioural dimensions model were confirmed in the Spanish context. Regarding student academic engagement, the presence of two domains (behavioural and emotional engagement) were confirmed. Furthermore, results of a multiple-group structural equation modeling path analysis, examining the relationship between teaching behaviour and student engagement across different teaching experiences, revealed differential effects of teaching behaviour influences on students' engagement. The percentage of explained variance was larger for emotional engagement than for behavioural engagement. Furthermore, teachers' teaching experience explained differences in the relationship between perceived teaching behaviour and engagement. Two domains (learning climate and activating teaching) appeared to be the two most-important teaching domains for students' behavioural engagement while, for emotional engagement, the most important domains for student engagement were learning climate and teaching learning strategies.

Background: Teaching is a stressful profession especially for beginning teachers. Induction programmes can support beginning teachers. Little is known concerning which elements of induction programmes can influence (the change in) teachers' stress over time. Aims: This study aims to investigate the growth of stress causes and stress responses during the first 3 years of professional practice and to reveal the influence of induction arrangement elements on the initial level as well as the change in stress levels over the 2 years that followed. Sample: Longitudinal data from a sample of 393 beginning teachers (56.5% female) were collected at three measurement occasions. All teachers were offered four different induction arrangement elements. Method: Results of multiple group confirmatory factor analysis confirmed longitudinal measurement invariance. Multivariate latent growth curve modelling (MLGM) was conducted to examine the initial status, the subsequent linear growth, and the influence of the individual induction arrangement elements on the stress causes and stress responses. Results: MLGM results show that perceived stress caused by high psychological task demands increases over time (d = 0.22), whereas perceived stress caused by negative pupil aspects decreases over time (d = -0.52). Further, workload reduction decreases the level of perceived high psychological task demands, negative social aspects, and all the stress responses. Perceived support for effective teaching behaviour decreases the level of perceived negative emotions and discontent. Further, school enculturation has an influence on the change in perceived discontent over time. Conclusions: Perceived stress causes and stress responses can change over time. Specific induction arrangement elements appear to be powerful elements to reduce the level, and the change over time, of specific perceived stress causes and stress responses.

This study investigates the self-regulated learning practices (SRL) of undergraduate students during the completion of their Thesis in the Department of English Language Education. A quantitative survey design was used, involving 64 students who were actively involved in their thesis. Data were collected through a closed questionnaire and analyzed using descriptive statistics through JASP software. The results revealed that "Resource Management" and "Motivation Component" were the most frequently used SRL strategies, while the "Cognitive Component" ranked the lowest, indicating potential areas for improvement. Selfregulating learning strategies such as "Evaluation" and "Set Self-Consequence" are the dominant ones, emphasizing reflection and goal setting, while "Organizing and Reverting," "Keeping Records and Monitoring," and "Seeking Help from the Academic Community" are used less frequently, indicating the need for organizational and collaborative skill improvement. These findings contribute to the understanding of SRL practice and offer implications for educators to improve student success in academic achievement. [ABSTRACT FROM AUTHOR]

The main aim of this study was to adjust the Questionnaire on the Experience and Evaluation of Work (QEEW) in order to measure stress causes and stress responses of beginning secondary school teachers in the Netherlands. First, the suitability of the original QEEW stress scales for use in the beginning teachers (BTs) context was investigated using a sample of 356 beginning teachers from 52 different secondary school locations in the Netherlands. Confirmatory Factor Analyses, Principal Component Analyses and Mokken scaling item reduction was applied to create high concise and precise scales. Hereafter, based on the teacher stress literature, additional teacher specific stress items were added, resulting in the adjusted version of the measure, the Questionnaire on the Experience and Evaluation of Work -- Beginning Teachers (QEEW-BT, study 1). To cross-validate the results and to examine the internal consistency and validity of the adjusted instrument a different sample of 143 beginning teachers from 61 different secondary school locations in the Netherlands was used (study 2). The present findings provide adequate support that the QEEW-BT is a reliable and valid instrument to measure stress causes and responses for beginning secondary school teachers in the Netherlands.

In this study, the relationships between beginning teachers' perceived stress causes, stress responses, observed teaching behaviour and attrition is investigated employing structural equation modelling (SEM). A total of 143 BTs were surveyed using the Questionnaire on the Experience and Evaluation of Work-BTs (QEEW-BT). Teaching behaviour was observed using the ICALT observation instrument. Results show that BTs' perceived negative pupil aspects relate positively to the stress responses perceived tension, discontent and negative emotions. Negative emotions, in turn, are negatively associated with observed teaching behaviour. This study also shows that discontent positively relates to attrition. Additionally, this study provides important cues to improve professional support programmes for BTs.

Penelitian ini dilakukan untuk mengetahui gambaran pengaruh “Pengaruh Product Knowledge dan Brand Association terhadap Purchase Intention pada Kawasan Kampung Kreatif Dago Pojok”. Adapun yang menjadi target populasi dalam penelitian ini adalah seluruh pengunjung kampung kreatif dago pojok dan sampel yang digunakan dalam penelitian ini sebanyak 60 orang responden. Dalam penelitian ini metode yang digunakan adalah Deskriptif Verifikatif dan alat analisis yang digunakan adalah Regresi Linear Berganda yang bertujuan untuk mengukur sejauh mana pengaruh hubungan antara variabel satu dan lainnya dan juga menggunakan Uji Hipotesis F dan T yang bertujuan untuk melihat pengaruh Variabel product knowledge, brand association dan purchase intention berpengaruh secara parsial ataupun simultan. Persmaan Regresi Linear didapatkan berdasarkan hasil uji statistik pada program SPSS yaitu Y = 7.846 + 0.279 (X1) + 0.261 (X2) dan hasil koefisien Korelasi R sebesar 0.564 yang menunjukan bahwa terdapat pengaruh yang kuat antara masing-massing variabel. Sedangkan hasil Koefisien Determinasi R2 sebesar 0,375 yang berarti bahwa Product Knowledge dan Brand Association mampu mempengaruhi Purchase Intention dengan persentasi 37.5% sedangkan sisanya 62.5% dipengaruhi oleh variabel lain yang tidak dijelaskan dalam penelitian. Dapat disimpulkan bahwaa dari hasil uji SPSS bahwa semua Variabel bebas mempunyai pengaruh yang signifikan bila di uji scara bersama-sama ataupun di uji scara parsial. Kata Kunci : Product Knowledge, Brand Association, Purchase Intention ABSTRACT The research was purposed to find out the description of ), Influence of Product Knowledge and Brand Association towards to Purchase Intention of Dago Pojok the Creative Village Area The population target in this research are all of consumers of Dago Pojok the Creative Village Area and took 60 respondentsas sample.This research used verification descriptive as the method and multiple linear regression as analysis tool. That was purposed to measure the influence between the variable ang the other one, and also used Hypotesy test F adnd T to found out the influence of advertising variable, Sales Promotion and Quality Of Product would be influenced partially or simultanously. Linear regression equation was gotten based on statistical result at SPSS Program. They are Y = 7.846 + 0.279 (X1) + 0.261 (X2) and th Correlatio Coefficient R at 0.564. This is shows that there is a significant influence among variable. Where as the result of determination coefficient R2 at 0,375. It means that Product Knowledge and Brand Association capable of Purchase Intention decision with percentage value 37.5%. And the remains of it 62.5% are influenced by this research. It can be concluded from the SPSS test result that all of independent variables have significant influence if they are tested simultanously or partially. Keywords : Product Knowledge, Brand Association, Purchase Intention

Although effective teaching behaviour is central for pupil outcomes, the extent to which pre-service teachers behave effectively in the classroom and how their behaviour relates to pupils' engagement remain unanswered. The present study aims to validate a theoretical model linking effective pre-service teaching behaviour and pupil's engagement, incorporating the role of context and teacher characteristics. The study included a sample of 264 pre-service teachers from 64 secondary schools throughout the Netherlands. Pre-service teachers were observed using the International Comparative Analysis of Learning and Teaching to measure effective teaching behaviour and pupils' engagement. We used multilevel modelling to account for the hierarchical structure in the data. Results show that the quality of teaching behaviour of pre-service teachers is below that of experienced teachers. Class size and (partly) teacher gender explain differences in the quality of teaching behaviour. All domains of teaching behaviour are related to pupil engagement, with classroom management and clarity of instruction showing the strongest relationships with academic engagement compared to the other domains. The results make it plausible to approximate minimum standards for the assessment of pre-service teachers based upon a normative criterion based on the impact on pupils' academic engagement.

The need for quality teaching is reflected in the poor performance of students in international tests. Teachers' practices and contextual factors could contribute to substandard quality of teaching in South Africa. Several studies indicate that successful learning is largely dependent on the teachers' practices in class. The focus of the present research was to profile the effective teaching practices of 424 secondary-school teachers in the Gauteng Province, South Africa. Teachers were observed by trained observers using a valid and reliable observation instrument measuring six domains of effective teaching practices. Results showed that teachers find it difficult to differentiate in class and to activate learning. Additionally, teachers with more than 15 years of teaching experience scored lower than teachers with less experience, in all six teaching domains. Presumably, experienced teachers may lack motivation and/or insufficient training in implementing interactive and differentiated teaching methods that are needed for effective teaching practices.

Six observation scales for measuring the skills of teachers and 1 scale for measuring student engagement, assessed in South Korea and The Netherlands, are sufficiently reliable and offer sufficient predictive value for student engagement. A multigroup confirmatory factor analysis shows that the factor loadings and intercepts of the scales are the same, within acceptable boundaries, in both countries. Therefore, we can compare the average scores of teachers in both countries in a reliable and valid way. The 289 Dutch teachers score significantly better on "creating a safe and stimulating learning climate" and "intensive and activating teaching" and almost significantly on "efficient classroom management". We find no significant differences in "clear and structured instruction". The 375 South Korean teachers perform significantly better than the Dutch teachers on "teaching learning strategies" and almost significantly on "differentiating instruction". Furthermore, we find better student engagement in South Korea.

The 'affective domain' supports students' moral development, shaping their character. The research aims to investigate the music learning process in Indonesia, the Netherlands, and France and determine its contribution to the affective domain. The study adopted a mixed methods approach with sequential designs. In the first phase, qualitative data were collected through observations of learning processes as well as through interviews and document analysis. These qualitative data informed the development and administration of instruments for the second phase that measured aspects of the music learning process expected to contribute to the affective domain. Based on the analysis of 74 music learning processes, this research showed differences between the three countries in song choices and methods for developing the affective domain through music learning. Song choices in the Netherlands and France were based on the song's potential to touch students' feelings, while those used in Indonesia were selected to build moral character and foster national pride. In the Indonesian music learning context, persuasion and intervening were predominant methods - as they were (although to a lesser extent) in France. In contrast, the Netherlands made greater use of inculcation and, along with France, habituation. [ABSTRACT FROM AUTHOR]

Observations and student perceptions are recognised as important tools for examining teaching behaviour, but little is known about whether both perspectives share similar construct representations and how both perspectives link with student academic outcomes. The present study compared the construct representation of preservice teachers' teaching behaviour as perceived by trained teacher observers and students. It also examined the predictive power of both measures of teaching behaviour for student academic engagement. The theoretical framework of teaching behaviour used in this study is based on evidence-based research derived from empirical teacher effectiveness research. The study was part of a national project that included 2164 students and 108 teachers in The Netherlands. Results suggest that, although observations and student perceptions of teaching behaviour shared similar theoretical considerations, the construct representations seemed to differ to some extent. Furthermore, although both perspectives are significant predictors of student academic engagement, student perceptions appeared to be more predictive of their perceived academic engagement than observations. Implications for research on learning environments and teacher education are discussed.

Self-determination theory (SDT) posits that teacher autonomy, competence, and relatedness support are crucial universal promotors for students' interest in learning, which is in line with the general aims of positive education. This study examines the relationship between the three dimensions of students' perception of Indonesian teachers´ autonomy, competence, and relatedness support and students' perceived autonomous motivation in secondary education (Grades 10-12). Particularly the relative importance of the three dimensions of teacher support on two types of autonomous motivation (identified versus intrinsic) were explored. The three dimensions of teacher support (N teacher = 202) were measured with the Teacher as Social Context questionnaire, and the Questionnaire on Motivational Dimension was used to measure the students' autonomous motivation (N students = 4396). Results show that teacher autonomy, competence, and relatedness support are all related to the Indonesian students' autonomous motivation. Compared to findings from the Western context, the relative importance of autonomy support was shown to be less salient. This is in line with some other Asian studies. The relative importance of autonomy support seems to vary amongst different countries within Asia. We conclude that the three teaching support dimensions are relevant for autonomous motivation of Indonesian students, which confirms the applicability of SDT for the Indonesian context.

The teaching profession faces a shortage as well as a decline of teaching skills. A possible way to mitigate this is to implement evidence-based induction arrangements. Seventy-one schools with 338 beginning secondary education teachers were randomly allocated to an experimental or a control group. The experimental schools used induction arrangements; the authors measured the effects of these arrangements by using repeated lesson observations and by comparing the rates at which beginners in the control and experimental groups left the teaching profession. Three years later, 14% of the control group and 12% of the experimental group had left. Leaving the profession could be explained by a lack of certification and low initial teaching skill levels. The experimental group exhibited greater improvement in teaching skills compared to the control group. Workload reduction influenced the skill level negatively, and coaching and observing had a strong positive influence on the skill level in Year 3.

In this study, the path of influence of support programmes for beginning teachers (BTs) is examined. Longitudinal relationships between self-efficacy and stress causes experienced by BTs and their job tension and discontent are investigated. Differential effects are explored in the relationships between the perceived psychological variables for induction and non-induction groups, after a period of three years. A total of 62 secondary schools and 338 BTs, in the Netherlands, were randomly selected to two context conditions. In the experimental condition, an induction arrangement was provided to the BTs. The remaining schools and BTs followed their regular (induction) arrangements. Results show that school and class efficacy are negatively related to job tension and job discontent. Stress causes were positively related to job tension and discontent. The link between classroom self-efficacy and stress outcomes is much stronger in the induction group. For school self-efficacy, however, the link is weaker in the induction groups. Implications of the findings for practice and theory are discussed.