Connections in the classroom: Separating the effects of instructor and peer relatedness in the basic needs satisfaction scale

Fedesco, Heather N.; Bonem, Emily; Wang, Cong; Henares, Regina

doi:10.1007/s11031-019-09765-x

Cited by 39 publications

(35 citation statements)

References 38 publications

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“…Further, relatedness does not only involve a sense of connection and mutuality at the individual level (e.g. Fedesco et al 2019), but extends to feelings of inclusion and harmony at the group level (Kelly et al 2008;Sheldon and Bettencourt 2002) as well as experiences of care vis-à-vis the broader society, the universe, and even the proposed need-candidate relatedness with nature (Baxter and Pelletier 2019). Similar differentiations can then be made for the need for autonomy and competence (e.g., Reeve et al 2003).…”

Section: Conceptual Considerationsmentioning

confidence: 97%

Basic psychological need theory: Advancements, critical themes, and future directions

2020

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The study of basic psychological needs has witnessed a strong revival, in part spurred by Basic Psychological Need Theory (BPNT), one of the six mini-theories within Self-Determination Theory. Empirical studies on BPNT have increased exponentially since the millennium turn, leading to refinements and extensions in theory. In this contribution we review these two decades of research in order to introduce two special issues on BPNT. We first discuss key criteria that define and identify a basic need within BPNT. We then review several need-relevant themes, highlighting advancements and trends that characterize contemporary research on BPNT. Specifically, we address potential extensions of the shortlist of basic psychological needs, the role of psychological need frustration in increasing vulnerability to maladjustment, the study of the interface between individuals' psychological and physical needs (e.g., sleep, sex, hunger), novel insights into critical need-supportive and need-thwarting practices, and the universality (versus variability) of effects of need satisfactions and supports across demographics, psychological characteristics, and cultural contexts. We also situate each of the 19 contributions that appear in this special double-issue on BPNT within these themes, while suggesting avenues for further research on the role of basic psychological needs in motivation, adjustment, and wellness.

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Section: Conceptual Considerationsmentioning

confidence: 97%

Basic psychological need theory: Advancements, critical themes, and future directions

2020

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“…In addition, teachers can provide a role model, engage learners in various cooperative learning activities, and show care for their learning progress. For effective teachers' proper role, relatedness with learners can break barriers and formalities between teachers and learners, which may enhance learners' intrinsic motivation and stimulate them to learn the language (Fedesco et al, 2019).…”

Section: Proper Teacher Behaviormentioning

confidence: 99%

“…These factors should be considered for developing motivating teaching strategies (Hassan & Al-Jubari, 2016;Kazakova & Shastina, 2019), which can advocate learners' intrinsic motivation. Adopting teaching practices that can strengthen the connection between teachers and learners may enhance learners' motivation (Fedesco, Bonem, Wang, & Henares, 2019).…”

Section: Introductionmentioning

confidence: 99%

Motivational teaching practices from EFL learners’ perspective at tertiary level in Yemen

Ahmed

Alward

2020

Indonesian J. Appl. Linguist.

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Motivation is an important factor for success in learning a foreign or second language. Creating such motivation among learners through adopting certain teaching practices is likely to stimulate learners to learn. Previous research has largely investigated motivational teaching practices from teachers’ perspective. However, little research has addressed motivational practices from learners’ perspective. In context such as Yemen, EFL teachers at the tertiary level encounter a challenging task in creating motivational practices for learners whose preferences for teaching practices should be the corner stone in the learning and teaching process. Therefore, this study aimed to explore whether the teaching practices adopted by teachers are motivating from learners’ perspective. To achieve this objective, a questionnaire was distributed to 137 undergraduate students in level four at the English Department, within two faculties (i.e. Faculty of Education and Faculty of Languages) at Sana'a University. Data collected were analyzed using SPSS. The teaching practices which are likely to be motivating as perceived by learners were computed and compared. The findings revealed that teaching macro-practices vary in the degree of their motivation from most motivating (i.e. familiarize learners with L2 related values) to the least motivating (present tasks properly) as perceived by learners. The study also revealed that some teaching macro-practices appear to be transmitted to the Arab culture based on the learner-center approach.

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“…However, in their meta-analysis, van den Broeck et al (2016) concluded that it is inappropriate to compute an average need fulfillment score as each need explained unique variance in the dependent variables and was related differently to diverse outcomes. Fedesco, Bonem, Wang, and Henares (2019) further showed that the two sources of relatedness in the school context (i.e., teachers and peers) should be distinguished, as their analyses revealed them to constitute separable factors. We therefore consider it important to differentiate between relatedness satisfaction and frustration.…”

Section: Research In Children: the Role Of Peers At Schoolmentioning

confidence: 99%

The Bright and the Dark Side of Peer Relationships: Differential Effects of Relatedness Satisfaction and Frustration at School on Affective Well-Being in Children’s Daily Lives

Schmidt¹,

Neubauer²,

Dirk³

et al. 2020

Preprint

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Satisfaction and frustration of the basic psychological need for relatedness have been postulated to play a vital role for affective well-being. Yet, this prediction has not been thoroughly tested in school children’s everyday lives. In this work, we examined the association between relatedness satisfaction and frustration at school on daily and average positive affect (PA) and negative affect (NA) using ambulatory assessment in three intensive longitudinal studies with children aged 9-12. In Study 1, fourth to sixth graders reported their PA and NA two times daily and their relatedness satisfaction and frustration once a day for two weeks. In Study 2 (Study 3), fourth graders (fifth graders) reported their PA and NA four times daily and their relatedness satisfaction and frustration once a day for four weeks. Across the three studies, relatedness satisfaction and frustration were psychometrically separable and exhibited differential effects such that relatedness satisfaction was significantly associated primarily with PA, and relatedness frustration was significantly associated only with NA at between- and within-person levels. Explaining inter-individual differences suggested that the association between daily relatedness and affective well-being was weaker for generally highly integrated children and stronger for usually rather excluded children.

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Connections in the classroom: Separating the effects of instructor and peer relatedness in the basic needs satisfaction scale

Cited by 39 publications

References 38 publications

Basic psychological need theory: Advancements, critical themes, and future directions

Basic psychological need theory: Advancements, critical themes, and future directions

Motivational teaching practices from EFL learners’ perspective at tertiary level in Yemen

The Bright and the Dark Side of Peer Relationships: Differential Effects of Relatedness Satisfaction and Frustration at School on Affective Well-Being in Children’s Daily Lives

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