Positive teacher-student relationships fulfill relatedness needs and support internalization of learning¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? Students in classrooms with higher levels of relatedness are more likely to internalize the teacher's values and find more identified regulation for learning, and student satisfaction with the class increases when positive relationships are valued. → Jennifer D. Moss 2017

Evidence¶

Jennifer D. Moss 2017¶

Jennifer D. Moss. (2017). Inviting Autonomy: Common Roots and Beliefs of Self-determination Theory and Invitational Education Theory. Journal of Invitational Theory and Practice. https://www.invitationaleducation.net/journal-of-invitational-theory-and-practice/

q1 · i? · theoretical · r2

The article's relatedness section links IE's care element to SDT's relatedness need: caring teachers with empathy, warmth, and positive regard satisfy students' relatedness needs. The article attributes the internalization finding to Niemiec and Ryan and the satisfaction finding to Amos via Purkey and Stanley, printing no effect sizes.

"Students in classrooms with higher levels of relatedness also are more likely to internalize the teacher's values and find more identified regulation for learning (Niemiec & Ryan, 2009). Student satisfaction with the class also increases when positive relationships are valued (Amos, in Purkey and Stanley, 1991)."

Discussion¶

Learner Variables¶

• Social Supports — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Both SDT and IE hold that people's actions are based on their perceptions of their contexts — related
• Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it — related
• Positive teacher–student relationships are associated with greater student engagement and, more weakly, with achievement — related
• Well-designed games can promote persistence in practice and high-quality engagement, and when basic needs of autonomy, competence, and relatedness are met, learning becomes its own reward, reducing the temptation to outsource cognitive effort to LLMs. — related
• Satisfaction of basic psychological needs is positively associated with autonomous motivation, with competence the strongest predictor — a broader claim this one bears on
• In agentic AI-supported online learning, perceived autonomy, competence, and relatedness are each positively associated with learning motivation — related
• School-side support (teacher, instructional, and institutional provision) is associated with learners' motivation, engagement, and need satisfaction — related
• Qualitative studies depict teachers as emotional socialisers whose modelling, warmth, and structure are perceived to foster students' SEC and classroom engagement — related
• Perceived individual and class-directed autonomy support positively predict students' intrinsic motivation, effort, and persistence — related