Teacher expectation effects on need-supportive teaching, student motivation, and engagement: a self-determination perspective

Hornstra, Lisette; Stroet, Kim; Eijden, Eva van; Goudsblom, Jeannette; Roskamp, Claire

doi:10.1080/13803611.2018.1550841

Cited by 54 publications

(35 citation statements)

References 81 publications

(147 reference statements)

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“…Studies from the tradition of teacher expectancy research suggest that teachers differentiate their teaching behaviours based on their perceptions of their students’ abilities, motivation, and background characteristics (Jussim & Harber, ; Urhahne, ). This may also apply to differentiation in need support (Hornstra et al , ).…”

Section: Discussionmentioning

confidence: 99%

“…In a small‐scale interview study, teachers indicated that they differentiate in autonomy support and structure based on their perceptions of their students’ ability, background, and motivation (Hornstra, Mansfield, Van der Veen, Peetsma, & Volman, ). In addition, several studies on teacher expectancies have shown that teachers differentiate their teaching behaviours towards individual students based on their expectancies of those students, which in turn affects student motivation (Babad, ; Harris & Rosenthal, ; Hornstra, Stroet, Van Eijden, Goudsblom, & Roskamp, ; Jussim, Eccles, & Madon, ; Urhahne, ).…”

Section: Student Motivationmentioning

confidence: 99%

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Differentiated need support by teachers: Student‐specific provision of autonomy and structure and relations with student motivation

Domen

Hornstra

Weijers

et al. 2019

Brit J of Edu Psychol

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Background. According to self-determination theory, teachers can support their students' engagement in learning by providing autonomy support and structure. Within classes, however, there appears to be great diversity in the extent to which students experience autonomy and structure.Aims. This study aimed to investigate the degree to which teachers' perceptions of student-specific autonomy support and structure differ between students in their class and whether differentiated need support predicts students' motivation.Sample. Twenty-four elementary school teachers and their students (n = 506) participated in this study.Method. Teachers completed a short questionnaire assessing their perceptions of autonomy support and structure for each student. Students completed two questionnaires assessing perceptions of need support and their motivation. Multilevel analyses were conducted.Results. The results showed that the within-classroom variation in both teacher perceptions and student perceptions of need support was considerably larger than the between-classroom variation. Teacher perceptions of student-specific autonomy support were positively associated with students' autonomous motivation and negatively with students' controlled motivation. However, teacher perceptions of student-specific structure were positively associated with students' controlled motivation.Conclusions. These findings suggest that teachers differentiate in need support. The positive association between teacher perceptions of structure and students' controlled motivation might suggest that teachers may offer structure in controlling rather than autonomy-supportive ways. Furthermore, the relations between need support and students' motivation differed between the class-level and the within-class (student) level highlighting the need for disentangling the effects of need-supportive teaching at different levels and adopting a multilevel approach.

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Section: Discussionmentioning

confidence: 99%

Section: Student Motivationmentioning

confidence: 99%

Differentiated need support by teachers: Student‐specific provision of autonomy and structure and relations with student motivation

Domen

Hornstra

Weijers

et al. 2019

Brit J of Edu Psychol

Self Cite

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“…Examples of which are: the lesson subject; students' behaviours (Matos et al 2018;Van den Berghe et al 2016); heavy workloads; feeling pressured (Pelletier, Seguin-Levesque, and Legault 2002;Pelletier and Sharp 2009;Ryan and Deci 2016); and negative perceptions of students' abilities or motivation (Hornstra et al 2015). In other words, teachers' adoption of motivating and demotivating teaching behaviours may differ from lesson to lesson (Hornstra et al 2018;Krijgsman et al 2019;Reeve 2016;Van den Berghe et al 2013). Moreover, there might be specific patterns during lessons of teachers' and students' behaviours that can be identified to understand how the interplay between teacher behaviour and student engagement develops within the course of lessons.…”

Section: Fostering Student Engagement With (De)motivating Teaching Bementioning

confidence: 99%

Fostering student engagement with motivating teaching: an observation study of teacher and student behaviours

Cents-Boonstra

Lichtwarck‐Aschoff

Denessen

et al. 2020

Research Papers in Education

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Given the importance of student engagement for students' current and future success, it is essential to explore how teachers can foster student engagement within lessons. This study relied on classroom observations to describe how teachers applied Self-Determination Theory (SDT) related (de)motivating teaching behaviours to foster students' engagement. Results from 120 observed lessons of 43 teachers indicated there were distinct relations between motivating teaching behaviours and student engagement. Most striking regarding the use of motivating teaching behaviours were the higher levels of relatedness support and guidance during activities in lessons in which students showed the highest levels of engagement. Conversely, in lessons where students were least engaged, teachers showed higher levels of chaotic teaching behaviours. Analyses of behaviours within lowly and highly engaging lessons showed that teachers in highly engaging lessons were observed to start with high levels of enthusiasm and after about ten to fifteen minutes focused on activating their students by offering room for experimenting and support while students worked on assignments. In contrast, teachers in lowly engaging lessons seemed to have a tendency to employ demotivating teaching behaviour at the start of the lesson. Implications and directions for future research are discussed.

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“…It is also common for past studies to conceptualise motivation or engagement as a unidimensional or bidimensional construct; e.g. perceived reading competence, intrinsic value, and classroom engagement (Whitney and Bergin, 2018); intrinsic motivation, extrinsic motivation, and behavioural engagement (Hornstra et al, 2018); and mastery approach goal orientation, performance approach goal orientation, and academic engagement (Mooney et al 2016).…”

Section: Introductionmentioning

confidence: 99%

A Use Case of the Application of Advanced Gaming and Immersion Technologies for Professional Training: The GAMEPHARM Training Environment for Physiotherapists

Pappa¹,

Papadopoulos²

2019

EJEL

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Lifelong learning is currently being embraced as a central process that could disrupt traditional educational paths. Apparently, the (ideal) type of learning often promoted is deep and meaningful learning, though it is not always required to be so. Deep learning goes beyond superficial knowledge assimilation of unlinked facts; it aims at developing deep disciplinary understanding, transformative knowledge, personal meaning, emotional intelligence, critical thinking, creativity and metacognitive skills. Meaningful learning occurs when learning is active, constructive, intentional, authentic, and cooperative. Technology enhanced teaching and learning methods should prove their potential to transform lifelong learning provision and facilitate the achievement of deep and meaningful learning. In the context of distance education in lifelong learning, one important challenge is the design of versatile quality assurance strategies for e-training. Based on the experiences in U P E C L-Long Learning (KEDIVIM) the authors present how the principles and attributes of deep and meaningful learning can be combined with project management in practice and be incorporated in an e-Learning quality strategy. We present i) the methods used to assess the quality of the e-Learning programmes, ii) key findings of the evaluation process and iii) first research evaluation results on the quality of learning. This research study on learning process quality was conducted by learning methods such as collaborative learning. Some results of the evaluation indicate that the e-Learning quality strategy led to e-L deep and meaningful learning.

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Teacher expectation effects on need-supportive teaching, student motivation, and engagement: a self-determination perspective

Cited by 54 publications

References 81 publications

Differentiated need support by teachers: Student‐specific provision of autonomy and structure and relations with student motivation

Differentiated need support by teachers: Student‐specific provision of autonomy and structure and relations with student motivation

Fostering student engagement with motivating teaching: an observation study of teacher and student behaviours

A Use Case of the Application of Advanced Gaming and Immersion Technologies for Professional Training: The GAMEPHARM Training Environment for Physiotherapists

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