The role of teachers’ care and self-determined motivation in working with students in Germany and the United States

Language Teachers’ Conceptions of Intelligence and their Roles in Teacher Care and Teacher Feedback

“…Teacher caring has been associated with a wide range of positive outcomes including higher attendance, increased time spent studying, improved academic achievement, and lower drop-out rate (see Foster, 2008). High levels of teacher care, in general, have shown to be related to higher levels of autonomous motivation (the sense of unpressured willingness to perform an action); lower anxiety; and optimal instructional related feelings (Bieg, Rickelman, Jones, & Mittag, 2013).…”

Teacher Beliefs and Emotion Expression in Light of Support for Student Psychological Needs: A Qualitative Study

“…As evidenced by the six cases presented in the results section and discussed in depth below, this study found that teacher beliefs about their roles as educators, carers, and providers of reassurance reflected expressing clear expectation, caring for students, and considering student perspectives and feelings; teacher beliefs about equality between teachers and students appeared connected with trust in students and encouragement of their self-initiation; teacher beliefs about closeness to students reflected caring for students; teacher expression of negative emotions by discussing the problem with students conveyed explanatory rationales for expected student behaviors. These findings of the present study indicate that teacher beliefs and emotion expression can be discussed in light of the prominent constructs of autonomy, competence, and relatedness support, highlighted in the SDT literature [12,[24][25][26]28]. By being more comprehensive than previous studies, this study can facilitate further development of SDT research by integrating need support with its concomitant factors: teacher beliefs and emotional expression.…”

“…Competence support (structure) involves fostering students' sense of effectiveness to expand their academic capabilities and achieve desired outcomes, such as providing optimal challenges, competence-affirming feedback, and clear expectations [4,25,27]. Relatedness support (involvement) represents developing positive and mutually satisfying relationships with students, such as showing affection, warmth, caring, and respect to students, and displaying interest in their activities [4,28,29]. A large corpus of empirical evidence based on SDT suggests that teacher support for autonomy, competence, and relatedness is associated with student interest in schooling [5], self-efficacy beliefs [30], goal pursuit [31], engagement [3], academic performance, and well-being [4].…”

Research And Methodological Support Of Professional Activity Quality Of A Lecturer

“…For development of the technology the approaches of modern scientists to consideration of the definition 'professional and creative self-actualization' were taken into account. Under 'professional and creative self-actualization' we understand the process of an individual's defining, understanding and actualizing possibilities, of realizing inner personality's potential in the sphere of his professional activity (Burova & Zarakovsky, 2005;Bieg, Rickelman, Jones, & Mittag, 2013;Butler, 2007Butler, , 2012Ivanov & Yanitsky, 2007;Leontyev, 1997). Based on above mentioned the components of a lecturer's readiness for professional and creative self-actualization and assessment criteria were identified: Organisation of purposeful work on introduction of the technology of research and methodological support of quality of lecturers' professional activity in terms of methodical work organisation of in a higher education institution allowed increasing the level of readiness for professional and creative selfactualization of the greater part of the lecturers.…”