Influence of Teaching Style on Students’ Engagement, Curiosity and Exploration in the Classroom

Awaisha Inayat, Dr Amena Zehra Ali


Inside classroom teacher student interaction carries immense significance as it appears to contribute to student learning in different ways. The teachers’ interaction has a stronger association with students’ engagement and exploration in terms of learning in classroom through their coaching style. The present study therefore aims to explore perceived teaching style (autonomous-supportive and/or controlling) and its correlation with students’ engagement, curiosity and exploration in cross-sectional sample of School and University students (N= 402). Perceived parental autonomy support scale (adopted version for teachers), Students Engagement Instrument and Curiosity Exploration Inventory-II were administered. The result shows that students simultaneously perceived both teaching styles i.e., Autonomous-supportive and Controlling, in classroom however there was a significant difference between score of school students where they find their teachers to be more supportive and controlling as compared to university students. Furthermore, there is a moderate correlation between perceived autonomy support teaching style with students’ engagement as well as curiosity and exploration. The results offers an understanding of students’ belief and perceptions about their interaction with teachers that can help in building students’ curiosity and motivation to engage learn in the classroom.


Perceived Teaching Style; Students’ engagement; Curiosity and Exploration; Autonomous-Supportive Teaching Style; Controlling Teaching Style

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