What students need from their teacher
Need satisfaction as mediator of the association between perceived cognitive adaptive support, and student outcomes
Bibliographic Data
| ID | 6452441 |
|---|---|
| Authors | Afra Wilhelmina Maria Essen (Utrecht University, corresponding author), Nienke Smit (0000-0002-2672-9794, Utrecht University), Janneke Van De Pol (0000-0003-2275-6397), Lisette Hornstra (0000-0001-5873-7409, Utrecht University) |
| Year | 2025 |
| Volume | 28 |
| Issue | 1 |
| Publication date | 2025-03-31 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Psychology of Education (JOURNAL) |
| Journal identifiers | ISSN: 1573-1928 • E-ISSN: 1381-2890 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s11218-025-10045-5 |
| OpenAlex | W4409081705 |
| Language | EN |
| Citations received | 5 |
| References cited | 51 |
In this study, it was examined whether teachers’ cognitive adaptive support (i.e., support that is tailored to students’ understanding), as perceived by students, was associated with students’ intrinsic motivation and academic achievement, and whether satisfaction of students’ needs for autonomy, competence, and relatedness explain these associations. Multilevel analyses in a sample of n = 692 secondary education students from 35 classes revealed positive relations between cognitive adaptive support and students’ need satisfaction and motivation, and mixed findings regarding academic achievement. Feeling competent mediated the association between cognitive adaptive support and achievement; feeling autonomous and connected to the teacher explained increases in intrinsic motivation. Although there was significant between-class variation for most adaptivity scales, within-classroom variation was larger, indicating substantial differences in perceived adaptivity within classes. Overall, the findings suggest that cognitive adaptive support is important for supporting students’ psychological needs and motivation
Association (psychology · Cognition · Developmental psychology · Mediator · Need for cognition · Pedagogy · Psychotherapist · Sociology of Education · Education, Achievement, and Giftedness · Medicine · Motivation and Self-Concept in Sports · Perfectionism, Procrastination, Anxiety Studies · Psychology · Social Psychology
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Self-Determination Theory
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Identifying configurations of perceived teacher autonomy support and structure
Who is the expert? Construct and criteria validity of student and teacher ratings of instruction
Teachers’ Instructional Adaptations
Multiple imputation
Scaffolding in Teacher–Student Interaction
Intrinsic and extrinsic motivation from a self-determination theory perspective
Common method biases in behavioral research
Sufficient Sample Sizes for Multilevel Modeling
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The Role of Tutoring in Problem Solving
Intrinsic Motivation and Self-Determination in Human Behavior
Doing Well vs. Doing Better
Pathways to Student Motivation
Self-determination theory applied to physical education
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Understanding the Model Size Effect on SEM Fit Indices
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| Citations per year | 5 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |