,
Ta Phuong Thinh
,
Ngo Huynh Hong Nga
,
Le Thanh Thao
,
Tuan Le Cong
https://doi.org/10.31261/TAPSLA.17658
This study sought to investigate how teachers perceive their self-efficacy in fostering three critical dimensions of student engagement: emotional, behavioral, and cognitive. The research used the Social Cognitive Theory (SCT) as a foundation to unravel the intricate interplay between teacher cognitions and student engagement in academic settings. A mixed-methods approach was employed to ensure both breadth and depth of understanding. Quantitative data were gleaned using descriptive statistics, while qualitative insights were extracted from in-depth teacher interviews. Findings revealed that teachers feel most efficacious in catalyzing emotional engagement, with both quantitative scores and qualitative accounts affirming this observation. A palpable connection between emotional and behavioral engagement was identified, implying that active participation often stems from emotional resonance. Conversely, cognitive engagement emerged as a nuanced challenge, with teachers often grappling to influence it effectively. SCT interpretations underscored the dynamic interplay between individual cognitive processes, observational learning, and the broader educational milieu. The pronounced role of emotional engagement suggests the necessity for tailored teacher development programs. Furthermore, the intricacies of cognitive engagement advocate for more individual-centric curriculum designs. These insights have profound implications for teacher training, curriculum design, policy formulation, and future research, emphasizing the need for creating immersive and holistically engaging learning environments.
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2026
Published: 2022-05-31
10.31261/tapsla
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
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