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

2019 ◽  
Vol 9 (2) ◽  
pp. 68 ◽  
Author(s):  
Jingwen Jiang ◽  
Marja Vauras ◽  
Simone Volet ◽  
Anne-Elina Salo
Keyword(s):  
Teacher Beliefs ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Emotion Expression ◽  
Future Research ◽  
Student Behaviors ◽  
Structured Interviews ◽  
Teacher Student ◽  
Teachers And Students ◽  
Student Power

This study explored teacher beliefs and emotion expression via six semi-structured interviews with teachers, and discussed the findings in relation to the Self-Determination Theory, which addresses teacher support for autonomy, competence, and relatedness. The findings showed 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. This study revealed that teacher beliefs about teacher-student power relations may be connected with teacher appraisals of student misbehaviors. The findings also suggest that teachers need to discuss the problem with students rather than lose their temper or suppress their emotion when they feel a need to direct-stage anger. Future research could investigate teachers’ faking a particular emotion, such as faking indifference as revealed in the present study. Future research could also explore the reason for and harmfulness of embracing beliefs, e.g., negative expression of anger as a safety belt.

scholarly journals The need for cognition within the academic motivation space

2017 ◽  
Vol 49 (1) ◽  
pp. 7-30
Author(s):  
Aleksandar Vasic
Keyword(s):  
Academic Motivation ◽  
Need For Cognition ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Self ◽  
Self Determination ◽  
Future Research ◽  
Internal Motivation ◽  
Cognition Scale

The self-determination theory presumes several types of motivation distributed along the theoretical continuum. On the other side, certain research studies point to the need for cognition which is the source of internal motivation, as one of the aforementioned types of motivation. This theoretical and conceptual closeness served as an impetus for the research conducted on the convenient sample of 364 students of both genders (59% of female respondents), aged 18 to 35 (M=20.05; SD=1.52). In generating the data, the Academic Motivation Scale for Students (AMS-SI) and the shortened version of the Need for Cognition Scale (NFCS-S) were used. During data analysis, we first checked the internal metric characteristics of the scales and quantitatively defined the features measured by these instruments. In locating the need for cognition within the academic motivation space, hierarchical multiple regression analysis and multidimensional scaling were used. Four valid and reliable dimensions of student academic motivation were defined as internal, introjected and external motivation, and amotivation. One dominant, reliable and valid main subject of measuring of the need for cognition scale was defined as well. In the common space of academic motivation and the need for cognition, internal motivation clearly stands out as the basic correlate of this need. Future research should further reexamine the assumption of the self-determination theory about three basic psychological needs vital for the development of motivation.

Student (Dis)Engagement and Need-Supportive Teaching Behavior: A Multi-Informant and Multilevel Approach

2015 ◽  
Vol 37 (4) ◽  
pp. 353-366 ◽  
Author(s):  
Lynn Van den Berghe ◽  
Isabel B. Tallir ◽  
Greet Cardon ◽  
Nathalie Aelterman ◽  
Leen Haerens
Keyword(s):  
Student Engagement ◽  
Physical Education ◽  
Self Determination Theory ◽  
Self Determination ◽  
Future Research ◽  
Physical Education Teachers ◽  
Teaching Behavior ◽  
Need Support ◽  
Teachers And Students ◽  
Causality Orientations

Starting from self-determination theory, we explored whether student engagement/disengagement relates to teachers’ need support and whether this relationship is moderated by teachers’ causality orientations. A sample of 2004 students situated in 127 classes taught by 33 physical education teachers participated in the study. Both teachers and students reported on students’ (dis)engagement, allowing investigation of the proposed relationships both at the student and teacher level. Most of the variance in need support was at the student level, but there was also between-teacher and between-class variance in need support. Engagement related to more need support, but only at the student level. In total, few moderation effects were found. Teachers with a relatively low controlled orientation were more need supportive when perceiving their students as emotionally and behaviorally engaged. By making teachers aware of these dynamics, automatic responses to student engagement can be better thought out. Recommendations for future research are discussed.

scholarly journals Exploring Proximal LGBTQ+ Minority Stressors within Physical Activity Contexts From a Self-Determination Theory Perspective

2020 ◽  
Author(s):  
Shannon Herrick ◽  
Meredith A. Rocchi ◽  
Shane N. Sweet ◽  
Lindsay R. Duncan
Keyword(s):  
Physical Activity ◽  
Structural Equation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Future Research ◽  
Willingness To Participate ◽  
Cross Sectional Survey

Abstract Background: LGBTQ+ individuals experience challenges such as discrimination and marginalization (referred to as minority stressors) that are detrimental to their mental and physical health. Specifically, proximal or internalized LGBTQ+ minority stressors may influence motivation for and willingness to participate in physical activity. Methods: The purpose of this study was to explore whether proximal LGBTQ+ minority stressors, as indicators of the social-environmental context, would relate to the basic psychological needs—motivation—physical activity pathway, as per self-determination theory. An online cross-sectional survey was completed by 778 LGBTQ+ adults. Results: Results from structural equation modelling analyses support that proximal LGBTQ+ minority stressors are associated with decreased reported need satisfaction (β = -.36) which, in turn, is associated with autonomous motivation (β = .53) and reported physical activity participation (β = .32). Conclusions: Future research focused on increasing LGBTQ+ participation in physical activity should investigate the effects of (a) reducing proximal LGBTQ+ minority stressors, and (b) better supporting LGBTQ+ adults’ autonomy, competence, and relatedness within physical activity contexts.

scholarly journals Resurgence of Large Class Sizes and Pedagogical Reform in 21st Century Secondary School History Classrooms

2021 ◽  
Vol 6 (3) ◽  
pp. 45-63
Author(s):  
Godsend T. Chimbi ◽  
Loyiso C. Jita
Keyword(s):  
Large Class ◽  
21St Century ◽  
Teaching Methods ◽  
Class Size ◽  
Structured Interviews ◽  
Conventional View ◽  
Study Approach ◽  
History Curriculum ◽  
Teacher Student ◽  
Teachers And Students

This paper examines the interaction between class size and teachers’ selection of teaching methods while implementing a new history curriculum in Zimbabwean secondary schools. Policy makers, parents, teachers, and students are worried about large class sizes because they are associated with higher dropout rates, less teacher-student interaction and rote pedagogy. Although class sizes had significantly declined in the latter half of the 20th century, the growth of online learning has witnessed class sizes ballooning in the 21st century, reigniting the class size debate. The large class size challenge has re-emerged in the developed North although the problem has never been resolved in the developing South. Using the theoretical lens of symbolic interactionism and a qualitative multiple case-study approach, data were collected over an eight-week period using document analysis, semi-structured interviews and lesson observations. Results seem to challenge the conventional view that large classes coerce teachers to use rote pedagogy and small classes encourage learner-centric practices. Teachers’ choices of teaching methods were neither linked to class size nor new pedagogical policy. Instead, teachers’ personal philosophy to instruction appeared to be the decisive factor to the teaching methods they used, rather than the size of the class. To promote pedagogical change, improving teacher quality appears a more valuable and cheaper investment than constructing new schools and employing more teachers to reduce class sizes.

scholarly journals Nonmonetary Incentives and the Implications of Work as a Source of Meaning

2018 ◽  
Vol 32 (3) ◽  
pp. 215-238 ◽  
Author(s):  
Lea Cassar ◽  
Stephan Meier
Keyword(s):  
Labor Supply ◽  
Meaningful Work ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Job Design ◽  
Future Research ◽  
Search For Meaning ◽  
Open Questions ◽  
Economic Interpretation ◽  
Nonmonetary Incentives

Empirical research in economics has begun to explore the idea that workers care about nonmonetary aspects of work. An increasing number of economic studies using survey and experimental methods have shown that nonmonetary incentives and nonpecuniary aspects of one’s job have substantial impacts on job satisfaction, productivity, and labor supply. By drawing on this evidence and relating it to the literature in psychology, this paper argues that work represents much more than simply earning an income: for many people, work is a source of meaning. In the next section, we give an economic interpretation of meaningful work and emphasize how it is affected by the mission of the organization and the extent to which job design fulfills the three psychological needs at the basis of self-determination theory: autonomy, competence, and relatedness. We point to the evidence that not everyone cares about having a meaningful job and discuss potential sources of this heterogeneity. We sketch a theoretical framework to start to formalize work as a source of meaning and think about how to incorporate this idea into agency theory and labor supply models. We discuss how workers’ search for meaning may affect the design of monetary and nonmonetary incentives. We conclude by suggesting some insights and open questions for future research.

scholarly journals “Buen o buena docente” desde la perspectiva de estudiantes que han egresado de educación secundaria

2006 ◽  
Vol 20 (3) ◽  
pp. 1
Author(s):  
Robert Caballero-Montañez ◽  
Luis Sime-Poma
Keyword(s):  
Basic Education ◽  
Good Teacher ◽  
Structured Interviews ◽  
Public And Private ◽  
Research Areas ◽  
Teacher Student ◽  
Teachers And Students ◽  
Schooling Experience ◽  
High Engagement ◽  
The Relationship

The “good teacher” is a person who has transcendentally marked and influenced the personal and academic students’ life, and his/her image remains in the students’ school memory as a prolonged and highly positive souvenir. Therefore, to know what are their main traits and why they had an impact in such a way on their students is worth to be analyzed in order to be a contribution to the study of teaching in basic education. In this perspective, the main objective of this empirical research is to analyze the characteristics of the “good teacher” from the perception of students graduated from public and private secondary schools in Lima, Peru. The results of this qualitative research, based on semi-structured interviews to eight graduated students, showed some characteristics of the relationship between the “good teacher” and the students: high engagement with the students, positive perception and motivation to them, and affective quality of the teacher-student interaction. In addition, the data revealed other characteristics of the “good teacher” and his/her profession such as passion for teaching, command of knowledge, and organization of the class. The study concludes that the recognition of at least one good teacher by graduated students reveals the heterogeneity in kinds of teachers; this heterogeneity demands to overcome negative generalizations and that the teacher’s image is a collective construction in several graduation years. One implication of this study to the educational policy and research areas is to pay more attention to former students and this in order to improve our understanding on the schooling experience and the relationship between teachers and students.

scholarly journals Adoption of non-Chinese Names as Identity Markers of Chinese International Students in Japan

Names ◽  
2021 ◽  
Vol 69 (2) ◽  
Author(s):  
Jinyan Chen
Keyword(s):  
International Students ◽  
Personal Identity ◽  
Chinese International Students ◽  
Structured Interviews ◽  
Personal Names ◽  
Teacher Student ◽  
Student Power ◽  
English Speaking ◽  
Identity Markers ◽  
Naming Practices

This study explores naming practices among Chinese international students and their relation to personal identity during their sojourn in Japan. Although previous studies have reported that some Chinese international students in English-speaking countries adopt names of Western origin (Cotterill 2020; Diao 2014; Edwards 2006), participants in this study were found to exhibit different naming practices: either adopting names of Japanese or Western origin; or retaining both Western and Japanese names. Drawing on fifteen semi-structured interviews with Mainland Han Chinese students, this investigation examines their motivations for adopting non-Chinese names and determines how personal identities are presented through them. The qualitative analysis reveals that the practice of adopting non-Chinese names is influenced by teacher-student power relations, Chinese conventions for terms of address, pronunciation, and context- sensitivity of personal names. As will be shown in this article, through the respondents’ years of self-exploration, their self-adopted non-Chinese names gradually became internalized personal identity markers that allow the bearers to explore and exhibit personality traits, which might not have been as easily displayed via their Chinese given names.

MOTIVATION IN LEARNING MUSICAL INSTRUMENT IN THE CONTEXT OF SELF-DETERMINATION THEORY

2018 ◽  
Vol 28 (3) ◽  
pp. 1063-1067
Author(s):  
Anastas Mihaylov
Keyword(s):  
Music Education ◽  
Extrinsic Motivation ◽  
Theoretical Foundation ◽  
Self Determination Theory ◽  
Musical Instrument ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Future Research ◽  
Human Motivation

The relation between motivation and education is a subject of numerous different researches. In spite of that there is a lack of overall concept giving a solid theoretical foundation for building motivation of learning musical instrument. The aim of the article is to fill the gap presenting an overview of a Self-determination theory (SDT) as an approach to building a stable motivation in music education. As a contemporary macro theory of motivation SDT examines the nature and sources of human motivation. Article describes the key components of the theory- notion of basic psychological needs, the concept of intrinsic and extrinsic motivation. Relation of motivation with autonomy, competence and relatedness is also discussed. The study puts accent on transformation of the extrinsic into intrinsic motivation, the stages of that process and the application of Self-determination theory in musical education. Results are presented as the basis for future research in the field focusing on perspectives for creating a model for building a stable motivation of learning musical instrument.

scholarly journals Motivation Regulation among Black Women Triathletes

Sports ◽  
2019 ◽  
Vol 7 (9) ◽  
pp. 208 ◽  
Author(s):  
Candace S. Brown
Keyword(s):  
Black Women ◽  
Extrinsic Motivation ◽  
Self Determination Theory ◽  
Coping Mechanisms ◽  
Self Determination ◽  
Future Research ◽  
Age Difference ◽  
Structured Interviews ◽  
Younger Women ◽  
Extrinsic Motivators

There is a paucity of information on motivation among U.S. minority triathletes. This study aimed to understand the extrinsic motivation and regulators of Black women triathletes using a modified version of the valid Motivations of Marathoners Scale and semi-structured interviews, for triathletes. The Self Determination Theory guided the dual method assessment of the extrinsic motivators and the regulators external, introjection, and integrated. Using MANOVA, data from (N = 121) triathletes were compared across participant categories of age, body mass index, and distance. Results showed a significant age difference with younger women displaying more motivation. Descriptive means indicated integration as the greatest regulator of motivation. The statements ‘to compete with myself’ and ‘to be more fit,’ had the highest means among the women. A sub-sample of 12 interviews were conducted revealing 16 extrinsic themes. Six were related to the regulator integration and two unexpectantly related to the regulator, identified. Integrated themes, including coping mechanisms, finishing course, improvement, accomplishment, and physical awareness were most represented. This research fills gaps of understanding extrinsic motivation and the regulators of a group not previously explored. Future research on motivation among triathletes may benefit knowing how motivations are regulated, as to promote personalized training and participation.

scholarly journals Suppression of Psychological Needs Among Beginning Teachers: A Self-Determination Theory Perspective on the Induction Process in Bedouin Schools

2021 ◽  
Vol 12 ◽  
Author(s):  
Haya Kaplan
Keyword(s):  
Beginning Teachers ◽  
Induction Period ◽  
School Environment ◽  
Phenomenological Study ◽  
Well Being ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Self Determination ◽  
Structured Interviews

The study focuses on the emotional-motivational experiences of Bedouin-Arab beginning teachers during the induction period, from the perspective of Self-Determination Theory. A phenomenological study was employed. Seventy-four teachers participated, 62 of whom completed open questionnaires, while semi-structured interviews were conducted with 12 other participants. The findings indicate that the beginning teachers reported experiences of coercion, exploitation, and gender-based discrimination (autonomy suppression). They also experienced a judgmental attitude, lack of assistance, and difficulties with students (competence suppression), and their sense of relatedness to the school is impaired due to cultural factors (relatedness suppression). As a result, they expressed controlled motivation, a sense of burnout, stress, impaired well-being and disengagement in school. They also suppressed their students' autonomy. At the same time, the findings also show that when the teachers experience a sense of need satisfaction, they integrate well into the school. These findings indicate the necessity for establishing a need-supportive school environment for beginning teachers during their induction period.

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