Building Relationships in Higher Education to Support Students' Motivation

Autor/inn/en	Leenknecht, Martijn J. M.; Snijders, Ingrid; Wijnia, Lisette; Rikers, Remy M. J. P.; Loyens, Sofie M. M.
Titel	Building Relationships in Higher Education to Support Students' Motivation
Quelle	In: Teaching in Higher Education, 28 (2023) 3, S.632-653 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leenknecht, Martijn J. M.) ORCID (Rikers, Remy M. J. P.) ORCID (Loyens, Sofie M. M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2020.1839748
Schlagwörter	Teacher Student Relationship; College Students; Student Motivation; Classroom Environment; Foreign Countries; Student Attitudes; Self Management; Netherlands + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Collegestudent; Schulische Motivation; Klassenklima; Unterrichtsklima; Ausland; Schülerverhalten; Selbstmanagement; Niederlande
Abstract	Student-teacher relationships in higher education take place in two embedded social contexts: the in-class environment and the educational institute in which the in-class environment is situated. The interplay between the two contexts and their association with students' motivation was studied in the current study. In a broad sample (N=597), perceptions of student-staff relationship quality, need-supportive teaching in class, and autonomous and controlled motivation were measured. Perceptions of in-class teacher involvement were associated with autonomous motivation, while perceptions of in-class teacher structure were associated with controlled motivation. The association of perceptions of in-class teacher involvement and autonomy support with autonomous motivation seemed to be suppressed by perceptions of trust in benevolence. This indicates that students can get a 'just tell me what to do'-attitude when trust in benevolence makes them shift from being supported to depending on support. Studying both embedded contexts in one analysis, resulted in a more fine-grained insight. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01