Teachers should consciously invest in involvement behaviors—showing interest and emotional support—to foster student connectedness and self-determined motivation¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 associational), q3 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

Based on the finding that teacher-reported involvement predicted student self-determination via student perceptions of relatedness, the article recommends that "teachers should make a conscious effort to spend time gaining an understanding of their students in order to potentially facilitate a sense of belonging and connectedness in their students." This involvement strategy—such as gaining an understanding of a student's family background—may foster more self-determined regulations in students.

Design Implications¶

Context¶

Requirements¶

• Teachers must spend time gaining an understanding of their students, since only student-perceived (not teacher-reported) strategies reliably predicted student outcomes

Constraints¶

• The involvement effect via relatedness was found for teacher reports, whereas student-perceived involvement operated through autonomy and competence; the recommendation is framed as potential, not established causal benefit

Target Learners¶

• Secondary school PE students

Target Learning Goals¶

• Facilitate a sense of belonging and connectedness; foster self-determined motivation

Affordances¶

• Sdt Pe Motivational Sequence

Claims¶

• Teacher-reported strategies show a different pattern: involvement positively predicts student self-determination via relatedness, autonomy support negatively predicts it, and structure does not predict it [+W]
• Student perceptions of autonomy support, structure, and involvement positively predict student self-determination, mediated by autonomy and competence need satisfaction [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Taylor, I. M., & Ntoumanis, N. (2007). Teacher motivational strategies and student self-determination in physical education. Journal of Educational Psychology, 99, 747-760. https://doi.org/10.1037/0022-0663.99.4.747