Please use this identifier to cite or link to this item: https://hdl.handle.net/11000/30414

A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions

Title:
A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions
Authors:
Ahmadi, Asghar  
Noetel, Michael  
Parker, Philip  
Ryan, Richard M  
Ntoumanis, Nikos  
Reeve, Johnmarshall  
Beauchamp, Mark  
Dicke, Theresa  
Yeung, Alexander  
Ahmadi, Malek  
Bartholomew, Kimberley  
Thomas K.F. Chiu
Thomas Curran
Erturan, Gökçe  
Flunger, Barbara  
Frederick, Christina  
Froiland, John  
González-Cutre, David  
Leen Haerens
Lucas Matias Jeno
Koka, Andre  
Krijgsman, Christa  
Langdon, Jody  
White, Rhiannon Lee  
Litalien, David  
Lubans, David  
Mahoney, John  
Nalipay, Ma. Jenina  
Patall, Erika  
Perlman, Dana  
Quested, Eleanor  
Schneider, Sascha  
Standage, Martyn  
Stroet, Kim  
Tessier, Damien  
Thogersen-Ntoumani, Cecilie  
Tilga, Henri  
Vasconcellos, Diego  
Lonsdale, Chris  
Department:
Departamentos de la UMH::Ciencias del Deporte
Issue Date:
2023
URI:
https://hdl.handle.net/11000/30414
Abstract:
Teachers’ behaviour 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 behaviours 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 labelling 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 behaviours 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 behaviour to SDT, the psychological need that each behaviour influenced, and its likely effect on motivation. To create a mutually exclusive and collectively exhaustive list of behaviours, experts nominated overlapping behaviours that were redundant, and suggested new ones missing from the classification. After three rounds, the expert panel agreed upon 57 teacher motivational behaviours that were consistent with SDT. For most behaviours (77%), experts reached consensus on both the most relevant psychological need and influence on motivation. Our classification system provides a comprehensive list of teacher motivational behaviours and consistent terminology in how those behaviours are labelled. Researchers and practitioners designing interventions could use these behaviours to design interventions, to reproduce interventions, to assess whether these behaviours moderate intervention effects, and could focus new research on areas where experts disagreed.
Keywords/Subjects:
taxonomy
engagement
intervention design
behaviour change techniques
BCT
Knowledge area:
CDU: Filosofía y psicología: Psicología
Type of document:
application/pdf
Access rights:
info:eu-repo/semantics/openAccess
DOI:
https://doi.org/10.1037/edu0000783
Appears in Collections:
Artículos Ciencias del Deporte



Creative Commons ???jsp.display-item.text9???