V
Virginie Hospel
Researcher at Université catholique de Louvain
Publications - 22
Citations - 421
Virginie Hospel is an academic researcher from Université catholique de Louvain. The author has contributed to research in topics: Student engagement & Peer victimization. The author has an hindex of 7, co-authored 22 publications receiving 304 citations. Previous affiliations of Virginie Hospel include National Fund for Scientific Research.
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Are both classroom autonomy support and structure equally important for students' engagement? A multilevel analysis
Virginie Hospel,Benoît Galand +1 more
TL;DR: In this paper, the authors investigate specific, additive and combined effects of teachers' autonomy support and structure on students' engagement, and highlight the links between classroom context, especially structure, and the three components of engagement.
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Peer Victimization and School Disaffection: Exploring the Moderation Effect of Social Support and the Mediation Effect of Depression.
Benoît Galand,Virginie Hospel +1 more
TL;DR: The results of this study are consistent with the main effect model of social support and highlight the importance of teacher support for school adjustment.
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Multidimensionality of behavioural engagement: Empirical support and implications
TL;DR: In this paper, the authors test the multidimensionality of the construct of behavioural engagement (presence of distinct dimensions and relevance of grouping them) and test the links between correlates and a global measure of behavioral engagement or specific dimensions were generally consistent.
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Social Context, Self-Perceptions and Student Engagement: A SEM Investigation of the Self-System Model of Motivational Development (SSMMD).
TL;DR: In this article, a self-system model of motivational development is used to test the extent to which the social context provides structure, warmth and autonomy support, the students perceived autonomy, relatedness and competence, and behavioral, cognitive and emotional student engagement.
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Need-supportive teaching and student engagement in the classroom: Comparing the additive, synergistic, and global contributions
TL;DR: The authors compared three hypotheses to determine the best configuration of teacher need-supporting practices (autonomy support, structure, and involvement) in terms of classroom-levels of behavioral, emotional, and cognitive engagement.