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  • Ahmadi, AsgharAustralian Catholic University, Sydney, Australia (author)

A Classification System for Teachers’ Motivational Behaviors Recommended in Self-Determination Theory Interventions

  • Article/chapterEnglish2023

Publisher, publication year, extent ...

  • Washington, DC :American Psychological Association (APA),2023
  • printrdacarrier

Numbers

  • LIBRIS-ID:oai:DiVA.org:hh-51593
  • https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-51593URI
  • https://doi.org/10.1037/edu0000783DOI

Supplementary language notes

  • Language:English
  • Summary in:English

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  • Subject category:ref swepub-contenttype
  • Subject category:art swepub-publicationtype

Notes

  • Funding: Asghar Ahmadi was funded by the Australian Research Council (DP160102625).
  • Teachers’ behavior is a key factor that influences students’ motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain many components. Reliably classifying and labeling those components is essential for implementation, reproducibility, and evidence synthesis.We used an international expert panel (N = 34) to develop this classification system. We started by identifying behaviors from existing literature, then refined labels, descriptions, and examples using the Delphi panel’s input. Next, the panel of experts iteratively rated the relevance of each behavior to SDT, the psychological need that each behavior influenced, and its likely effect on motivation. To create a mutually exclusive and collectively exhaustive list of behaviors, experts nominated overlapping behaviors that were redundant, and suggested new ones missing from the classification. After three rounds, the expert panel agreed upon 57 teacher motivational behaviors (TMBs) that were consistent with SDT. For most behaviors (77%), experts reached consensus on both the most relevant psychological need and influence on motivation. Our classification system provides a comprehensive list of TMBs and consistent terminology in how those behaviors are labeled. Researchers and practitioners designing interventions could use these behaviors to design interventions, to reproduce interventions, to assess whether these behaviors moderate intervention effects, and could focus new research on areas where experts disagreed. © 2023 American Psychological Association

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  • Noetel, MichaelUniversity of Queensland, Brisbane, Australia (author)
  • Parker, PhilipAustralian Catholic University, Sydney, Australia (author)
  • Ryan, Richard M.Australian Catholic University, Sydney, Australia (author)
  • Ntoumanis, NikosHögskolan i Halmstad,Akademin för hälsa och välfärd,University of Southern Denmark, Odense, Denmark (author)
  • Reeve, JohnmarshallAustralian Catholic University, Sydney, Australia (author)
  • Beauchamp, MarkUniversity of British Columbia, Vancouver, Canada (author)
  • Dicke, TheresaAustralian Catholic University, Sydney, Australia (author)
  • Yeung, AlexanderAustralian Catholic University, Sydney, Australia (author)
  • Ahmadi, MalekIslamic Azad University, Urmia, Iran (author)
  • Bartholomew, KimberleyUniversity of East Anglia, Norwich, United Kingdom (author)
  • Chiu, Thomas K.F.Chinese University of Hong Kong, Hong Kong, Hong Kong (author)
  • Curran, ThomasLondon School of Economics, London, United Kingdom (author)
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  • Froiland, John MarkPurdue University, West Lafayette, United States (author)
  • González-Cutre, DavidUniversidad Miguel Hernández, Elche, Spain (author)
  • Haerens, LeenGhent University, Ghent, Belgium (author)
  • Jeno, Lucas MatiasUniversity of Bergen, Bergen, Norway (author)
  • Koka, AndreFaculty of Medicine, Tartu, Estonia (author)
  • Krijgsman, ChristaFontys University of Applied Sciences, Eindhoven, Netherlands (author)
  • Langdon, JodyGeorgia Southern University, Statesboro, United States (author)
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  • Litalien, DavidUniversité Laval, Quebec, Canada (author)
  • Lubans, DavidUniversity Of Newcastle, Callaghan, Australia (author)
  • Mahoney, JohnAustralian Catholic University, Sydney, Australia (author)
  • Nalipay, Ma Jenina N.Chinese University of Hong Kong, Hong Kong, Hong Kong (author)
  • Patall, ErikaUniversity of Southern California, Los Angeles, United States (author)
  • Perlman, DanaUniversity of Wollongong, Wollongong, Australia (author)
  • Quested, EleanorCurtin University, Perth, Australia (author)
  • Schneider, SaschaUniversity of Zürich, Zürich, Switzerland (author)
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  • Stroet, KimLeiden University, Leiden, Netherlands (author)
  • Tessier, DamienUniversité Grenoble Alpes, Saint Martin d'Heres, France (author)
  • Thogersen-Ntoumani, CecilieUniversity of Southern Denmark, Odense, Denmark (author)
  • Tilga, HenriFaculty of Medicine, Tartu, Estonia (author)
  • Vasconcellos, DiegoAustralian Catholic University, Sydney, Australia (author)
  • Lonsdale, ChrisAustralian Catholic University, Sydney, Australia (author)
  • Australian Catholic University, Sydney, AustraliaUniversity of Queensland, Brisbane, Australia (creator_code:org_t)

Related titles

  • In:Journal of Educational PsychologyWashington, DC : American Psychological Association (APA)115:8, s. 1158-11760022-06631939-2176

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