Please use this identifier to cite or link to this item: https://hdl.handle.net/11000/30414
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dc.contributor.authorAhmadi, Asghar-
dc.contributor.authorNoetel, Michael-
dc.contributor.authorParker, Philip-
dc.contributor.authorRyan, Richard M-
dc.contributor.authorNtoumanis, Nikos-
dc.contributor.authorReeve, Johnmarshall-
dc.contributor.authorBeauchamp, Mark-
dc.contributor.authorDicke, Theresa-
dc.contributor.authorYeung, Alexander-
dc.contributor.authorAhmadi, Malek-
dc.contributor.authorBartholomew, Kimberley-
dc.contributor.authorThomas K.F. Chiu-
dc.contributor.authorThomas Curran-
dc.contributor.authorErturan, Gökçe-
dc.contributor.authorFlunger, Barbara-
dc.contributor.authorFrederick, Christina-
dc.contributor.authorFroiland, John-
dc.contributor.authorGonzález-Cutre, David-
dc.contributor.authorLeen Haerens-
dc.contributor.authorLucas Matias Jeno-
dc.contributor.authorKoka, Andre-
dc.contributor.authorKrijgsman, Christa-
dc.contributor.authorLangdon, Jody-
dc.contributor.authorWhite, Rhiannon Lee-
dc.contributor.authorLitalien, David-
dc.contributor.authorLubans, David-
dc.contributor.authorMahoney, John-
dc.contributor.authorNalipay, Ma. Jenina-
dc.contributor.authorPatall, Erika-
dc.contributor.authorPerlman, Dana-
dc.contributor.authorQuested, Eleanor-
dc.contributor.authorSchneider, Sascha-
dc.contributor.authorStandage, Martyn-
dc.contributor.authorStroet, Kim-
dc.contributor.authorTessier, Damien-
dc.contributor.authorThogersen-Ntoumani, Cecilie-
dc.contributor.authorTilga, Henri-
dc.contributor.authorVasconcellos, Diego-
dc.contributor.authorLonsdale, Chris-
dc.contributor.otherDepartamentos de la UMH::Ciencias del Deportees_ES
dc.date.accessioned2023-12-19T08:23:17Z-
dc.date.available2023-12-19T08:23:17Z-
dc.date.created2023-
dc.identifier.citationJournal of Educational Psychology, 115(8), 1158–1176.es_ES
dc.identifier.issn022-0663-
dc.identifier.issn1939-2176-
dc.identifier.urihttps://hdl.handle.net/11000/30414-
dc.description.abstractTeachers’ 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.es_ES
dc.formatapplication/pdfes_ES
dc.format.extent59es_ES
dc.language.isoenges_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjecttaxonomyes_ES
dc.subjectengagementes_ES
dc.subjectintervention designes_ES
dc.subjectbehaviour change techniqueses_ES
dc.subjectBCTes_ES
dc.subject.otherCDU::1 - Filosofía y psicología::159.9 - Psicologíaes_ES
dc.titleA classification system for teachers’ motivational behaviors recommended in self-determination theory interventionses_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.relation.publisherversionhttps://doi.org/10.1037/edu0000783es_ES
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