Implementing Relatedness-Supportive Teaching Strategies to Promote Learning in the College Classroom

Autor/inn/en	Escandell, Sthephany; Chu, Tsz Lun
Titel	Implementing Relatedness-Supportive Teaching Strategies to Promote Learning in the College Classroom
Quelle	In: Teaching of Psychology, 50 (2023) 4, S.441-447 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Escandell, Sthephany) ORCID (Chu, Tsz Lun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/00986283211046873
Schlagwörter	College Instruction; Teaching Methods; Psychological Needs; Self Determination; College Faculty; College Students; Teacher Student Relationship; Evidence Based Practice; Feedback (Response); Student Centered Learning; Learner Engagement; Psychology + Suchen Sie Ihr Suchwort? Hochschullehre; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstbestimmung; Fakultät; Collegestudent; Teacher student relationships; Lehrer-Schüler-Beziehung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Psychologie
Abstract	Introduction: Relatedness--a sense of meaningful connectedness and belonging--is one of the basic psychological needs proposed by self-determination theory. Statement of the Problem: The current literature lacks evidence-based strategies that support student relatedness in the college classroom. In education, research has indicated "what" strategies support relatedness, but not "how" to implement this well-established and important concept in the college classroom. Literature Review: Self-determination theory suggests that supporting relatedness between the instructor and students, and among students, can foster intrinsic motivation, internalization of extrinsic motivation, and performance in educational settings. Teaching Implications: We present four evidence-based relatedness-supportive strategies--facilitating learning connections, preventing student self-silencing, providing and receiving feedback, and developing a student-centered classroom--to help promote greater student engagement and success in the classroom. We also share our examples and experiences applying these strategies as an instructor and an undergraduate teaching assistant in a physiological psychology course. Conclusion: Feedback from students and our reflections suggest that the four strategies are effective, which can be adopted and adapted by other instructors to implement in their classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01