English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Indonesia’s long-desired quality education has not yet attained as the national quality indicators consistently show students’ low achievement, as the result of their poor understanding of school subjects. It happens because of the frequent use of rote learning strategy, instead of deep level of cognitive engagement. Teacher support, in the form of autonomy-enhancing behaviors, is regarded as one of the most important environmental factors that influence student engagement. This study aims to investigate the relationship between teachers’ fostering relevance behavior, a type of autonomy-enhancing behavior, and middle school students’ cognitive engagement in mathematics. Fostering relevance behavior and cognitive engagement was measured by Autonomy Affecting Behavior scale (Assor, Kaplan, & Roth, 2002) and Learning Strategies Scales from Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich & De Groot, 1990). Pearson correlation showed that there was a significant positive relationship between perceived teachers’ fostering relevance behavior and students’ cognitive engagement (r = 0.34; p <0.01).

The Relationship between Teachers' Fostering Relevance Behavior and Middle School Students' Cognitive Engagement in Mathematics