Leerkracht-leerlingrelaties vanuit een motivationeel perspectief: het belang van betrokken en ondersteunende docentenOpdenakker, M. C. J. L., 2014, In : Pedagogische Studiën. 91, 5, p. 332-351 20 p.
Research output: Contribution to journal › Article › Academic › peer-review
In this article, teacher-student relationships are approached from a motivational perspective. Theoretical underpinnings come from Self-determination theory. Basic assumptions and central concepts of this theory are discussed. The meaning of this theory to the educational context, here teacher-student relationships, is focused on and examples of empirical evidence are given. Four studies conducted in the Netherlands (in primary and secondary education), which reveal relevance for the main concepts of Self-determination theory, are discussed. Attention is paid to basic need satisfaction in teacher-student relationships, the development of teacher-student relationships across the school year and connections between characteristics of teacher-student relationships and affective student outcomes (motivation, academic engagement). Multilevel (growth curve) analyses were used to explore developments of and connections between teacher-student relationships and affective student outcomes. Finally, the relevance of Selfdetermination theory for the optimization of teacher-student relationships in relation to students' motivation and academic engagement is discussed.
|Number of pages||20|
|Publication status||Published - 2014|