Teacher beliefs about individual students relate to differentiated need support: students with higher teacher-reported expectations perceive more need support¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students for whom teachers reported higher expectations perceived their teacher as more supportive of their needs for autonomy, competence, and relatedness. → Lisette Hornstra 2023

Evidence¶

Lisette Hornstra 2023¶

Lisette Hornstra, Kim Stroet, Christine Rubie-Davies, Annaline Flint. (2023). Teacher Expectations and Self-Determination Theory: Considering Convergence and Divergence of Theories. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09788-4

q2 · i? · review · r2

The review attributes this empirical finding to Hornstra et al. (2018), presenting it as evidence connecting teacher expectation research with SDT's need support; the review narrates the study without printing effect sizes.

"The findings of this study indicated that students for whom the teachers had reported higher expectations, perceived their teacher to be more supportive of their needs for autonomy, competence, and relatedness."

Discussion¶

Related Claims¶

• School-side support (teacher, instructional, and institutional provision) is associated with learners' motivation, engagement, and need satisfaction — related
• Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it — related
• Instructional approach operates indirectly through autonomy and competence, while task type operates primarily through autonomy — related