Week 4 Reading Flashcards
Haerens et al., 2013 - according to SDT, how can teachers motivate students?
By supporting their psychological needs for relatedness, competence and autonomy.
Haerens et al., 2013 - the majority of previous studies have have measured needs supportive classroom practice through self reports. What are some limitations of this?
Reliance on small samples
A unique focus on one specific teaching style direction
The use of single items to rate teacher need support
Haerens et al., 2013 - what system is used in the current study?
A coding system capturing different dimensions of teacher need support with each dimension being represented by multiple teacher behaviours .
Then applied the coding system to a relatively large sample of teachers.
Haerens et al., 2013 - according to Deci and Ryan 2000, what does teacher autonomy support entail?
Identifying, nurturing and developing pupils personal motivational resources, such as their interests, preferences, and personal goals.
Haerens et al., 2013 - what are prerequisites for children to develop a sense of effectiveness?
The setting of clear expectations
Positive feedback
Haerens et al., 2013 - one aspect of relatedness support is characteristic of PE teachers who are what?
Dedicated to their pupils, thereby spending a considerable amount of time, energy and resources on them.
Also involves reflecting the extent to which teachers interact with their students in a warm, friendly and affectionate fashion.
Haerens et al., 2013 - how does the present study compliment extent research?
By relying on observations of need supportive teaching in the PE domain, which allows for the identification of concrete, real life examples of how teacher need support manifests in the classroom.
Haerens et al., 2013 - what was the methods used in the study?
74 different PE lessons were coded for 5 minute intervals to assess the occurrence of 21 need supportive teaching behaviours.
Haerens et al., 2013 - what did factor analysis provide evidence for?
Four interpretable factors, namely relatedness support, autonomy support and two components of structure (structure before and during the activity)
Haerens et al., 2013 - reasonable evidence was obtained for what?
Convergence between observed and student perceived need support. Yet the low interrater reliability for two of the four scales indicates that these scales need further improvement.
Haerens et al., 2013 - what did teachers rarely provide?
Choice to their pupils and hardly provided opportunities to practice independently.
Haerens et al., 2013 - when did pupils perceive more structure support?
When teachers were observed to adopt a more empathic, enthusiastic, and warm teaching style.
Haerens et al., 2013 - what were some limitations of the study?
Only need-supportive behaviours were assessed
Exclusive focus of PE as a subject of the lessons
Low interrater reliability for relatedness support
