The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach

Vermote, Branko; Aelterman, Nathalie; Beyers, Wim; Aper, Leen; Buysschaert, Fanny; Vansteenkiste, Maarten

doi:10.1007/s11031-020-09827-5

Cited by 98 publications

(105 citation statements)

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“…This circumplex serves as a guide or compass for socializing agents because, as can be expected, subareas on the right side in the model (i.e., attuning, guiding) yield the strongest correlates with need satisfaction and with desirable outcomes, whereas those on the left side (i.e., abandoning, domineering) yield the strongest correlates with need frustration and undesirable outcomes. Vermote et al (2020) provide further evidence for the circumplex structure among teachers in higher education, showing that autonomously motivated teachers are more likely to adopt a need-supportive teaching style, whereas those who are more amotivated and hold more controlled motives and entity beliefs are more likely to adopt need-thwarting styles.…”

Section: Conceptual Innovationsmentioning

confidence: 64%

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 Innovationsmentioning

confidence: 64%

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

2020

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“…For example, it might be possible that teachers who have a more fixed theory about SRL, perceive SRL as unchangeable and are less likely to believe in the importance of teaching SRL in classes. In line with this assumption, researchers have reported that teachers' implicit theories not only influence their teaching but also affect students' motivation (Matteucci et al, 2017;Heyder et al, 2020;Vermote et al, 2020).…”

Section: Teachers' Beliefs As Self-regulated Learnersmentioning

confidence: 90%

“…For example, it has been shown that constructivist beliefs are positively related to student-oriented practices such as the support of independent problem solving and even to the promotion of students' SRL (e.g., Kistner et al, 2015). One reason for this might be that students are considered as active processors of information, and teachers might assume that acquiring competences in SRL is rather the result of experience than of direct instruction (e.g., Vermote et al, 2020). Lawson et al (2019) comprehensive review of teacher's beliefs assumed that several domain-specific beliefs about SRL are expected to be relevant for teachers' SRL classroom practices.…”

Section: Teachers Beliefs As Agents Of Srlmentioning

confidence: 99%

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

2020

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Competences in self-regulated learning (SRL) are important prerequisites for success in school and beyond. Teachers play a crucial role in students' development of SRL. When focusing on teachers' professional competences in SRL, their experiences as selfregulated learners and their competences as agents of SRL are important. At present, an integrative and holistic framework that combines these two important aspects of SRL with regard to teachers' professional competences in SRL is absent. First, this paper introduces a theoretical framework for teachers' professional competences and instructional practices in SRL that integrates teachers' competences as selfregulated learners with their competences as agents of SRL. This integrative approach allows for differentiated analyses of particular aspects of competences and creates the possibility to deeply understand the reasons why teachers do or do not promote SRL in classrooms. In the second part of this paper, the interplay of teachers' professional competences as self-regulated learners and agents of SRL, with their intention to implement SRL in classes and their self-reported SRL teaching practices, is examined using data provided by 106 in-service teachers from primary and secondary schools. We assessed teachers' professional knowledge about SRL (i.e., content knowledge about SRL [CK-SRL] and pedagogical content knowledge about SRL [PCK-SRL]) with two different knowledge tests. Teachers' beliefs (i.e., implicit theories about SRL and beliefs about promoting SRL) and their motivations (i.e., self-concept about one's SRL and self-efficacy to promote SRL) were assessed with self-report measures. We found that teachers had small to average amounts of CK-SRL and PCK-SRL. Teachers reported positive beliefs about and motivation toward SRL. Most importantly, the results highlight the significance of differentiating between teachers' competences as selfregulated learners and as agents of SRL when examining teachers' implementation of

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“…To nurture students’ BPNs, teachers as social triggers must adopt an interactional style that supports autonomy, which implies instructing in the possibility of choice, building learning based on the design of a clearly defined structure, and promoting relationships between students ( Soenens et al, 2018 ). When teachers support autonomy, students have more opportunities to take initiative and play a leadership role ( Vermote et al, 2020 ), as they catalyze greater intrinsic motivation, curiosity, and desire for challenge ( Ryan and Deci, 2000 ), developing a more self-determined motivation and achieving the satisfaction of their basic psychological needs ( Frielink et al, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

From Autonomy Support and Grit to Satisfaction With Life Through Self-Determined Motivation and Group Cohesion in Higher Education

2021

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Using the Self-Determination Theory as a framework, this study tests the predictive capacity of the teacher’s interpersonal style of autonomy support at a higher education institution, and the grit on the satisfaction of basic psychological needs, intrinsic motivation, group cohesion, and life satisfaction in university students. A sample composed of 489 Colombian university students (381 women and 108 men), aged between 18 and 41 years (M = 21.93; DT = 3.58), was used; they filled in the questionnaires that measured the variables of interest. After the analysis of structural equations, the results showed that the perception of teaching style of autonomy support and the grit positively predicted the basic psychological needs and these predicted the intrinsic motivation, which in turn predicted group cohesion and satisfaction with life. The model describes the possible importance of promoting the teacher’s interpersonal style of autonomy support within the university setting in the search for satisfaction with life along with the active role of the student through the mediation of the satisfaction of basic psychological needs, increased quality motivation, and high group cohesion.

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The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach

Cited by 98 publications

References 100 publications

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

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

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

From Autonomy Support and Grit to Satisfaction With Life Through Self-Determined Motivation and Group Cohesion in Higher Education

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