Building relationships in higher education to support students’ motivation
Bibliographic Data
| ID | 21691689 |
|---|---|
| Authors | Martijn J M Leenknecht (0000-0003-3494-9057, Utrecht University, corresponding author), Ingrid Snijders (0000-0003-3433-1054, Utrecht University), Lieke Wijnia (0000-0001-7395-839X, HZ University of Applied Sciences, Vlissingen, The Netherlands), Remy M J P Rikers (0000-0002-4722-1455, Utrecht University), Sofie M M Loyen (0000-0002-2419-1492, Utrecht University) |
| Year | 2023 |
| Volume | 28 |
| Issue | 3 |
| Pages | 632-653 |
| Publication date | 2023-04-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Teaching in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1356-2517 • E-ISSN: 1470-1294 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13562517.2020.1839748 |
| OpenAlex | W3095361946 |
| Language | EN |
| Citations received | 12 |
| References cited | 61 |
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
Autonomy · Higher education · Intrinsic motivation · Mathematics education · Pedagogy · Perception · Self-determination theory · Situated · Communication in Education and Healthcare · Computer Science · Motivation and Self-Concept in Sports · Psychology · Social Psychology · Teacher Professional Development and Motivation
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Enhanced student joy in learning environment; understanding and influencing the process
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First impressions matter
Relationship quality in higher education and the interplay with student engagement and loyalty
Handbook of Motivation at School
Perceived Control, Motivation, & Coping
Self-Determination Theory
Building bridges
Do perceived autonomy-supportive and controlling teaching relate to physical education students' motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation
Basic psychological need theory
Engagement and disaffection in the classroom
Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory
Autonomous, controlled, and amotivated types of academic motivation
Cronbach’s Coefficient Alpha
Are both classroom autonomy support and structure equally important for students' engagement? A multilevel analysis
Self-Determination Theory and Diminished Functioning
Identifying configurations of perceived teacher autonomy support and structure
The Theoretical Foundations of Principal Factor Analysis, Canonical Factor Analysis, and Alpha Factor Analysis
Teacher–student relationship at university
Sense of relatedness as a factor in children's academic engagement and performance.
Motivational profiles from a self-determination perspective
Motivation in the classroom
Toward an integrative and fine-grained insight in motivating and demotivating teaching styles
On the Use, the Misuse, and the Very Limited Usefulness of Cronbach’s Alpha
Cutoff criteria for fit indexes in covariance structure analysis
A Reliability Coefficient for Maximum Likelihood Factor Analysis
Equivalence of the Mediation, Confounding and Suppression Effect
Self-determination theory
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement
‘Towards an effective supervisory relationship in research degree supervision
Developing effective assessment feedback
Students’ sense of belonging and their socio-economic status in higher education
Building bridges in higher education
Structural Model Evaluation and Modification
‘You don't have like an identity … you are just lost in a crowd’
Exploring the engagement of lecturers with learning and teaching agendas through a focus on their beliefs about, and experience with, student support
Alumni loyalty drivers in higher education
Need-supportive teaching in higher education
The impact of higher education on lifelong learning
Testing a self‐determination theory‐based teaching style intervention in the exercise domain
Comparative fit indexes in structural models
The "What" and "Why" of Goal Pursuits
The moderator-mediator variable distinction in social psychological research
Perceived locus of causality and internalization
A real rollercoaster of confidence and emotions
Self-Determination and Classroom Engagement of EFL Learners
| Unique citing works | 12 |
|---|---|
| Citations per year | 2,4 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 12 |