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Teacher support, student motivation, student need satisfaction, and college teacher course evaluations: Testing a sequential path model
Abstract
Self‐determination theory posits that individuals who have basic psychological needs satisfied while engaging in an activity will be more likely to value and persist in that activity. Scholars in this area have also posited that autonomy‐supportive social contexts are top‐down determinants of individual need satisfaction. To understand better the progression from social to motivational to outcome variables, we tested a four‐step path model within a classroom setting. Data were collected from 220 students in an introductory journalism course, which was subdivided into 14 lab sections. Students were surveyed regarding their feelings about the course, the autonomy support of the instructor, the motivation they felt to engage in the course, and the levels of need satisfaction they experienced. Theoretically‐guided structural equation modeling produced a best‐fitting model in which teacher autonomy support predicted more self‐determined student motivation, which along with teacher autonomy support predicted greater student psychological need satisfaction, which led finally to higher predicted course grades and higher teacher‐course evaluations. Overall, the results replicate and significantly extend previous findings regarding need satisfaction and teacher‐course evaluations. Implications for pedagogy and educational interventions are discussed.
... Dimensions & definitions vary across perspectives. support* Middle achievement goal climate/structures AGT "students' perceptions of the motivational emphases in their classroom" (Patrick et al., 2011); student-perceived teacher achievement goals (Karabenick et al., 2007) climate* Middle autonomy support SDT, AGT "a student-focused attitude and an understanding interpersonal tone that enables the skillful enactment of seven autonomy-satisfying instructional behaviors" (Reeve & Cheon, 2021, p. 54 (Praetorius et al., 2018), studies from other perspectives A facet of student support meaning support for basic needs (see also Filak & Sheldon, 2008). Also used for diverse teacher behaviors: emotional caring, help, teacher expectations (Wentzel et al., 2017); explanation and feedback quality, student-perceived pace of instruction, respectful, caring teacher-student interactions (Lazarides et al., 2019). ...
... In addition to the terms mentioned thus far, researchers studying motivation in schools use a variety of other terms including motivational climate (Ames, 1992a), motivational support (Turner & Patrick, 2004), social climate (Lüdtke et al., 2009), teacher support (Filak & Sheldon, 2008), and teachers' motivational approach (Collie et al., 2019), among many others. Examining constructs frequently used in research on classroom motivational processes reveals a jumble of terms that conflate observable classroom features with student perceptions of such features and the resulting "feel" of the classroom. ...
The study of classroom processes that shape students' motivational beliefs, although fruitful, has suffered from a lack of conceptual clarity in terminology, definitions, distinctions, and roles of these important processes. Synthesizing extant research and major theoretical perspectives on achievement motivation, I propose Motivational Climate Theory as a guide for future research efforts toward more accurate, systematic understanding of classroom motivational processes. As an initial organizing framework, three broad categories of classroom motivational processes are defined: motivational supports, consisting of speech, actions, and structures in a setting that are controllable by the people in that setting; motivational climate, defined as students' shared perceptions of the motivational qualities of their classroom; and motivational microclimates, or students' individual perceptions that differ from shared perceptions. Motivational support and climate's key characteristics and mechanisms are described, followed by recommendations, future directions, and implications for research, practice, and policy.
... Programme evaluation was measured using a two-item index [37], with wording adapted for the current research (e.g., "Overall, the MST4Life™ program was excellent"). Participants rated the extent to which they agreed with each statement on a scale of 1 (not at all true) to 5 (very true), with an average score created across the two items. ...
... Using a two-item index [37], participants rated the extent to which they agreed with the statements (e.g., "Overall, the MST leader was excellent") on a Likert-type scale from 1 (not at all true) to 5 (very true). An average score was created across the two items. ...
Underpinned by the New World Kirkpatrick model, and in the context of a community-based sport psychology programme (My Strengths Training for Life™) for young people experiencing homelessness, this process evaluation investigated (1) young peoples’ reactions (i.e., program and facilitator evaluation, enjoyment, attendance, and engagement) and learning (i.e., mental skills and transfer intention), (2) the relationship between reaction and learning variables, and (3) the mediators underpinning this relationship. A total of 301 young people living in a West Midlands housing service completed questionnaires on demographics and reaction and learning variables. Higher levels of programme engagement were positively associated with more favourable reactions to the programme. Enjoyment positively predicted learning outcomes, which was mediated by transfer intention. Recommendations are made for (1) a balance between rigor and flexibility for evaluation methods with disadvantaged youth, (2) including engagement as well as attendance as indicators of meaningful programme participation, (3) measuring programme experiences (e.g., enjoyment) to understand programme effectiveness, and (4) providing opportunities for skill transfer during and after programme participation. Our findings have implications for researchers, programme commissioners, and policymakers designing and evaluating programmes in community-based settings.
... Programme evaluation was measured using a two-item index [37], with wording adapted for the current research (e.g., "Overall, the MST4Life™ program was excellent"). Participants rated the extent to which they agreed with each statement on a scale of 1 (not at all true) to 5 (very true), with an average score created across the two items. ...
... Using a two-item index [37], participants rated the extent to which they agreed with the statements (e.g., "Overall, the MST leader was excellent") on a Likert-type scale from 1 (not at all true) to 5 (very true). An average score was created across the two items. ...
Underpinned by the new world Kirkpatrick model and in the context of a community-based, sport psychology program (My Strengths Training for Life™) for young people experiencing homelessness, this process evaluation investigated: (1) young peoples’ reactions (program and facilitator evaluation, enjoyment, attendance, and engagement) to and learning (mental skills and transfer intention), (2) the relationship between reaction and learning variables, and (3) the mediators underpinning this relationship. 301 young people living in a West Midlands housing service completed questionnaires on demographics, reaction and learning variables. Higher levels of program engagement were positively associated with more favorable reactions to the program. Enjoyment positively predicted learning outcomes, which was mediated by transfer intention. Recommendations are made for: (1) a balance between rigor and flexibility for evaluation methods with disadvantaged youth, (2) including engagement as well as attendance for indicators of meaningful program participation, (3) measuring program experiences (e.g., enjoyment) to understand program effectiveness, and (4) providing opportunities for skill transfer during and after program participation. Findings have implications for researchers, program commissioners, and policy makers working designing and evaluating programs in community-based settings.
... While relatedness and competence did not significantly predict online course satisfaction in the current study, these self-determined needs are likely to have a positive impact on other student outcomes, such as engagement Sun et al., 2019), intrinsic motivation , achievement outcomes , and general wellbeing (Ng et al., 2012). Furthermore, according to the General SDT Model Yu et al., 2018), motivation is likely to have a mediating role in the model (Filak & Sheldon, 2008;Zhou et al., 2019), which may provide more insight into online course satisfaction. Further exploring the relationships between sense of community, the selfdetermined needs, and variables related to motivation and student outcomes will provide more information to enhance student online university experiences. ...
The present study investigated whether online students’ sense of community and self-determined need satisfaction predicted online course satisfaction during the COVID-19 pandemic. The sample consisted of 136 Australian university students who were studying online during the COVID-19 pandemic. Students completed online surveys for sense of community (i.e., social connectedness and learning community), self-determined need satisfaction (i.e., relatedness, competence, and autonomy), and online course satisfaction. The study results indicated that learning community and social connectedness significantly predicted the self-determined needs and online course satisfaction, with learning community having a large effect size. Autonomy partially mediated the relationship between social connectedness and online course satisfaction; autonomy was the only self-determined need to predict online course satisfaction. It was concluded that online university students require learning communities and social connectedness to meet their needs and have a satisfying learning experience. The self-determined need of autonomy was the most important for student’s satisfaction with their course. These findings have implications for universities to build a sense of community in their courses to support students' needs and improve online course satisfaction.
... As the efficacy of remote instruction is dependent on student engagement (14)(15)(16) and a student's experience is substantially impacted by their IAs (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)(11), institutions need to train their IAs in digital engagement tools to support this increased digital learning. Student engagement is itself essential to maintain student interest in learning (17), satisfaction (18,19), persistence in college (20)(21)(22)(23), and scholastic achievement (20,24), as well as critical thinking, problem solving, inclination to inquire, and intercultural effectiveness (25). Finally, student engagement has a reciprocally positive impact on instructor motivation (26). ...
Student instructional assistants (IAs) are an integral part of most students' college experience in higher education. When properly trained, IAs can improve students' grades, engagement with course content, persistence, and retention. Recently, the COVID-19 pandemic forced the transition of nearly all instructional practices online. At the University of Alabama at Birmingham, IAs, including Biology Learning Assistants (BLAs), began hosting their instructional sessions virtually, outside of class time. The goals of these sessions were to reinforce fundamental concepts using active learning strategies and to address student questions by building a supportive learning community. In this article, we summarize the training and guidance we provided to the BLAs regarding how best to adapt digital educational tools to engage students during their virtual sessions. We recommend that institutions of higher education recognize the expansion of digital educational tools as an opportunity to increase the technological literacy and competence of their IAs to best serve their student body in this increasingly digital age of education.
... Studies considering a combination of all motivation types into a single composite score consistently showed that the more students felt their autonomy supported by their teacher, the higher Frontiers in Psychology 04 frontiersin.org their RAI toward studies at the contextual level (Soenens and Vansteenkiste, 2005;Amoura et al., 2015;Orsini et al., 2017) and at the situational level (Black and Deci, 2000;Filak and Sheldon, 2008). When research considered AM and CM, results showed that autonomy-supportive climate was consistently positively associated with AM at the contextual level Orsini et al., 2017) and at the situation level (Haerens et al., 2015;Behzadnia et al., 2018). ...
The aim of this study was to investigate the level of specificity of the different regulation types described by Self-Determination Theory, and to evaluate its impact on the links with its antecedents and consequences, in an academic context. In line with the school-subject-specificity hypothesis, we postulated that autonomous motivation regulations (AM regulations) would be more specific to the situational level than controlled motivation regulations (CM regulations). Moreover, we hypothesized that AM regulations would be, at this level, more strongly associated with its antecedents and consequences than CM regulations. Three hundred fourteen university students were asked to complete online questionnaires assessing their motivation, motivational antecedents (i.e., autonomy-supportive climate and self-concept) and consequences (i.e., emotions and grades) in various courses. As expected, results from structural equation modeling confirmed that AM regulations were more specific to the situational level than CM regulations. Moreover, a higher number of significant correlations were found between motivation and its antecedents and consequences in the corresponding course for AM than for CM regulations. Educational implications and directions for future research are discussed.
... Haerens, Aelterman, Vansteenkiste, Soenens y Van Petegem (2015) y Balaguer, Castillo y Duda (2008) afirman que mucha de la investigación basada en la TAD aporta evidencias de que un estilo de enseñanza que da soporte a la autonomía de los individuos genera un funcionamiento óptimo porque nutre a los participantes de las NPB (e.g., Filak & Sheldon, 2008). En EF encontramos estudios como los de Taylor, Ntoumanis, Standage y Spray (2010) que confirman que planteamientos de este estilo de enseñanza han generado motivación de alta calidad y unos resultados positivos (Haerens, et al., 2015). ...
Investigaciones basadas en la Teoría de la Autodeterminación aportan evidencias de que un estilo de enseñanza que da soporte a la autonomía nutre a los aprendices de las necesidades psicológicas básicas que influyen en el bienestar y motivación humana. La Autogestión Pedagógica (AP) aplicada al fútbol, con apoyo tecnológico, es una práctica con pocas evidencias de investigación en el terreno de la formación deportiva. El objetivo del estudio es mostrar el diseño y los principales resultados de la aplicación de una actividad formativa basada en la AP como estrategia de intervención que da soporte a la autonomía. El diseño de instrumentos que favorezcan esta metodología es un reto que se aborda en esta investigación. El caso estudiado se realizó en una academia de fútbol kuwaití con 18 jugadores de 11 a 14 años. Se construyó un catálogo de actividades en formato audiovisual que los deportistas debían elegir y superar con retos individuales y colectivos relacionados con las habilidades con el balón. Fueron diseñados y ordenados en diferentes niveles de dificultad y se realizaron en grupos de tres jugadores de distinto nivel competencial. Se recogieron datos a través de notas de campo, entrevistas estructuradas y grabaciones. Los resultados muestran un mayor ajuste en los participantes entre la competencia percibida y la real al finalizar la experiencia; se observó también una actitud de ayuda de los jugadores más competentes hacia los menos hábiles y un incremento de la asistencia a los entrenamientos. Este estudio muestra cómo la AP y un instrumento de este tipo puede generar motivación intrínseca en los sujetos en formación deportiva, lo cual abre nuevas líneas metodológicas sobre las que hay que seguir investigando. Abstract. Research based on Self-Determination Theory provides evidence that an autonomy-supportive teaching style nurtures learners' basic psychological needs that influence human well-being and motivation. Pedagogical Self-Management (PS-M) applied to football, with technological support, is a practice with little research evidence in the field of sports training. The aim of this study is to show the design and the main results of the application of a training activity based on PS-M as an intervention strategy that supports autonomy. The design of instruments that favour this methodology is a challenge addressed in this research. The case study was carried out in a Kuwaiti football academy with 18 players aged 11 to 14. A catalogue of activities was constructed in audio-visual format and the athletes had to choose and overcome with individual and collective challenges related to ball skills. They were designed and arranged in different levels of difficulty and were carried out in groups of three players of different skill levels. Data were collected through field notes, structured interviews and recordings. The results show a better fit between perceived and actual competence at the end of the experience, a helpful attitude of the more competent players towards the less proficient ones and an increase in training attendance. This study shows how PA and an instrument of this type can generate intrinsic motivation in subjects in sports training, which opens up new methodological lines for further research.
Purpose
In response to internationalization and globalization, especially in higher education, universities in non-English-speaking countries have implemented English as a medium of instruction (EMI). The purpose of this study is to assess the satisfaction of students in terms of dimensions of EMI courses and examine the relationship between student motivation, engagement, and satisfaction with EMI courses.
Design/methodology/approach
By using a quantitative approach based on structured questionnaires of 437 Vietnamese undergraduate students, this study applied hierarchical regression analysis to examine the relationship between student motivation, engagement, and satisfaction with EMI courses.
Findings
Students have a relatively positive perception of the EMI courses that they have taken. In particular, they were most satisfied with teachers' teaching characteristics and least satisfied with students' learning characteristics. The study also confirmed that cognitive and emotional engagement have mediating effects on the relationship between motivation and students' satisfaction with EMI courses.
Originality/value
This study suggests that both educational institutions and teachers in non-speaking English countries should pay more attention to motivational factors to engage students in learning and ensure that they are satisfied with EMI courses.
The purpose of the current study was to utilize the RE-AIM (i.e., reach, effectiveness, adoption, implementation, and maintenance) framework to evaluate the national-level scale-out of the Lawn Tennis Association’s “Optimal Competition Parenting Workshop” (OCPW) across a 4-year period. During 2018, 65 workshops were run across the United Kingdom, 1,043 parents registered, and 933 parents attended. Adopting a quasi-experimental design, multilevel analyses revealed significant increases in parents’ ( n = 130) task goal orientation and competition tennis parenting efficacy, as well as significant decreases in ego goal orientation and unpleasant emotions. Children’s perceptions of both mother- and father-initiated ego-involving motivational climate and their own ego goal orientation significantly decreased across time. From 2019 to 2021, a further 64 workshops were delivered to 1,110 parents with no significant differences in parents’ satisfaction, enjoyment, instructor evaluation, or transfer intention over time when compared against workshop evaluations in 2018. Overall, the OCPW represents a well-received, practical, and effective brief intervention for enhancing parental involvement in junior tennis.
Many colleges and universities have adopted the use of student ratings of instruction as one (often the most influential) measure of instructional effectiveness. In this article, the authors present evidence that although effective instruction may be multidimensional, student ratings of instruction measure general instructional skill, which is a composite of 3 subskills: delivering instruction, facilitating interactions, and evaluating student learning. The authors subsequently report the results of a meta-analysis of the multisection validity studies that indicate that student ratings are moderately valid; however, administrative, instructor, and course characteristics influence student ratings of instruction. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Two studies used the self-concordance model of healthy goal striving (K. M. Sheldon & A. J. Elliot, 1999) to examine the motivational processes by which people can increase their level of well-being during a period of time and then maintain the gain or perhaps increase it even further during the next period of time. In Study I, entering freshmen with self-concordant motivation better attained their 1st-semester goals, which in turn predicted increased adjustment and greater self-concordance for the next semester's goals. Increased self-concordance in turn predicted even better goal attainment during the 2nd semester, which led to further increases in adjustment and to higher levels of ego development by the end of the year. Study 2 replicated the basic model in a 2-week study of short-term goals set in the laboratory. Limits of the model and implications for the question of how (and whether) happiness may be increased are discussed.
I: Background.- 1. An Introduction.- 2. Conceptualizations of Intrinsic Motivation and Self-Determination.- II: Self-Determination Theory.- 3. Cognitive Evaluation Theory: Perceived Causality and Perceived Competence.- 4. Cognitive Evaluation Theory: Interpersonal Communication and Intrapersonal Regulation.- 5. Toward an Organismic Integration Theory: Motivation and Development.- 6. Causality Orientations Theory: Personality Influences on Motivation.- III: Alternative Approaches.- 7. Operant and Attributional Theories.- 8. Information-Processing Theories.- IV: Applications and Implications.- 9. Education.- 10. Psychotherapy.- 11. Work.- 12. Sports.- References.- Author Index.
This study reports on the aggregate analysis of scores generated by a standardized instrument, the Teaching Evaluation Form (TEF; Hudson, 1982), at the College of Social Work, University of South Carolina. The data included more than 11,000 completions of the instrument in 508 class sections offered during a 4-year period. The analysis revealed a severely negatively skewed and truncated distribution of scores, with no low outlying instructors. It raises questions about the TEF's usefulness for either administrative or teaching improvement purposes. In light of these questions, the paper discusses and recommends alternate approaches to evaluation of teaching in social work education.
Self-determination theory was applied to explore the motivational basis of adherence to long-term medication prescriptions. Adult outpatients with various diagnoses who had been on a medication for at least 1 month and expected to continue (a) completed questionnaires that assessed their autonomous regulation, other motivation variables, and perceptions of their physicians' support of their autonomy by hearing their concerns and offering choice; (b) provided subjective ratings of their adherence and a 2-day retrospective pill count during an interview with a clinical psychologist; and (c) provided a 14-day prospective pill count during a subsequent, brief telephone survey. LISREL analyses supported the self-determination model for adherence by confirming that patients' autonomous motivation for adherence did mediate the relation between patients' perceptions of their physicians' autonomy support and their own medication adherence.
Two studies tested self-determination theory with 2nd-year medical students in an interviewing course. Study 1 revealed that (a) individuals with a more autonomous orientation on the General Causality Orientations Scale had higher psychosocial beliefs at the beginning of the course and reported more autonomous reasons for participating in the course, and (b) students who perceived their instructors as more autonomy-supportive became more autonomous in their learning during the 6-month course. Study 2, a 30-month longitudinal study, revealed that students who perceived their instructors as more autonomy-supportive became more autonomous in their learning, which in turn accounted for a significant increase in both perceived competence and psychosocial beliefs over the 20-week period of the course, more autonomy support when interviewing a simulated patient 6 months later, and stronger psychosocial beliefs 2 years later.
Many colleges and universities have adopted the use of student ratings of instruction as one (often the most influential) measure of instructional effectiveness. In this article, the authors present evidence that although effective instruction may be multidimensional, student ratings of instruction measure general instructional skill, which is a composite of three subskills: delivering instruction, facilitating interactions, and evaluating student learning. The authors subsequently report the results of a metaanalysis of the multisection validity studies that indicate that student ratings are moderately valid; however, administrative, instructor, and course characteristics influence student ratings of instruction.
