TY - JOUR
T1 - Teacher expectation effects on need-supportive teaching, student motivation, and engagement
T2 - A self-determination perspective
AU - Hornstra, T.E.
AU - Stroet, K.
AU - van Eijden, Eva
AU - Goudsblom, Jeannette
AU - Roskamp, Claire
PY - 2018
Y1 - 2018
N2 - Previous research has shown that teachers differentiate their behaviour based on their expectations of students. Self-determination theory (SDT) makes explicit how teacher behaviour relates to students’ motivation and engagement, namely, via need-supportive teaching. In the present study, we combined both research traditions and examined associations of teacher expectations with need-supportive teaching and thereby students’ motivation and engagement. Two-hundred-and-seventy-six secondary school students and their teachers (N = 11) completed questionnaires. The results indicated that teacher expectations were moderately but positively associated with students’ intrinsic motivation and engagement, and negatively with amotivation. These relationships were fully mediated, although with small effect sizes, by need-supportive teaching. These findings highlight the value of combining research on teacher expectations and SDT, to gain further understanding of how teacher expectations may cause teachers to provide more need support to some students than to others, thereby affecting students’ motivation and engagement.
AB - Previous research has shown that teachers differentiate their behaviour based on their expectations of students. Self-determination theory (SDT) makes explicit how teacher behaviour relates to students’ motivation and engagement, namely, via need-supportive teaching. In the present study, we combined both research traditions and examined associations of teacher expectations with need-supportive teaching and thereby students’ motivation and engagement. Two-hundred-and-seventy-six secondary school students and their teachers (N = 11) completed questionnaires. The results indicated that teacher expectations were moderately but positively associated with students’ intrinsic motivation and engagement, and negatively with amotivation. These relationships were fully mediated, although with small effect sizes, by need-supportive teaching. These findings highlight the value of combining research on teacher expectations and SDT, to gain further understanding of how teacher expectations may cause teachers to provide more need support to some students than to others, thereby affecting students’ motivation and engagement.
KW - Teacher expectations
KW - student motivation
KW - need-supportive teaching
KW - autonomy support
U2 - 10.1080/13803611.2018.1550841
DO - 10.1080/13803611.2018.1550841
M3 - Article
SN - 1380-3611
VL - 24
SP - 324
EP - 345
JO - Educational Research and Evaluation
JF - Educational Research and Evaluation
IS - 3-5
ER -