Title: A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions |
Authors: Ahmadi, Asghar ![](/image/ORCID.jpg) Noetel, Michael ![](/image/ORCID.jpg) Parker, Philip ![](/image/ORCID.jpg) Ryan, Richard M ![](/image/ORCID.jpg) Ntoumanis, Nikos ![](/image/ORCID.jpg) Reeve, Johnmarshall ![](/image/ORCID.jpg) Beauchamp, Mark ![](/image/ORCID.jpg) Dicke, Theresa ![](/image/ORCID.jpg) Yeung, Alexander ![](/image/ORCID.jpg) Ahmadi, Malek ![](/image/ORCID.jpg) Bartholomew, Kimberley ![](/image/ORCID.jpg) Thomas K.F. Chiu Thomas Curran Erturan, Gökçe ![](/image/ORCID.jpg) Flunger, Barbara ![](/image/ORCID.jpg) Frederick, Christina ![](/image/ORCID.jpg) Froiland, John ![](/image/ORCID.jpg) González-Cutre, David ![](/image/ORCID.jpg) Leen Haerens Lucas Matias Jeno Koka, Andre ![](/image/ORCID.jpg) Krijgsman, Christa ![](/image/ORCID.jpg) Langdon, Jody ![](/image/ORCID.jpg) White, Rhiannon Lee ![](/image/ORCID.jpg) Litalien, David ![](/image/ORCID.jpg) Lubans, David ![](/image/ORCID.jpg) Mahoney, John ![](/image/ORCID.jpg) Nalipay, Ma. Jenina ![](/image/ORCID.jpg) Patall, Erika ![](/image/ORCID.jpg) Perlman, Dana ![](/image/ORCID.jpg) Quested, Eleanor ![](/image/ORCID.jpg) Schneider, Sascha ![](/image/ORCID.jpg) Standage, Martyn ![](/image/ORCID.jpg) Stroet, Kim ![](/image/ORCID.jpg) Tessier, Damien ![](/image/ORCID.jpg) Thogersen-Ntoumani, Cecilie ![](/image/ORCID.jpg) Tilga, Henri ![](/image/ORCID.jpg) Vasconcellos, Diego ![](/image/ORCID.jpg) Lonsdale, Chris ![](/image/ORCID.jpg) |
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.
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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
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