UNDERSTANDING THE RELATIONSHIP BETWEEN TEACHER BEHAVIOR AND MOTIVATION IN STUDENTS WITH ACQUIRED DEAFBLINDNESS

被引：6

作者：

Haakma, Ineke ^{[1
]}

Janssen, Marleen ^{[1
]}

Minnaert, Alexander ^{[1
]}

机构：

[1] Univ Groningen, Fac Behav & Social Sci, Dept Special Needs Educ & Youth Care, Groningen, Netherlands

来源：

AMERICAN ANNALS OF THE DEAF | 2016年 / 161卷 / 03期

关键词：

acquired deafblindness; motivation; engagement; self-determination theory; teacher-student interactions; SELF-DETERMINATION THEORY; AUTONOMY SUPPORT; ENGAGEMENT; DEAF; NEED; PARTICIPATION; RELATEDNESS; PERSPECTIVE; ENVIRONMENT; CLASSROOM;

D O I：

10.1353/aad.2016.0024

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

BECAUSE LITTLE is known about teacher-student relationships that involve students with acquired deafblindness, the authors performed a multiple case study with a multiple-method design to investigate the relationship between need-supportive teaching behaviors and student engagement. Using self-determination theory (Deci & Ryan, 2000), they analyzed video observations of interactions. It was found that teachers' provision of structure, autonomy support, and involvement often co-occurs with higher levels of student engagement. Moreover, varying degrees of need support over time seem to result in varying levels of student engagement. Examples are provided of need-supportive teaching behaviors that can be used to foster the motivation of students with acquired deafblindness.

引用

页码：314 / 326

页数：13

共 45 条

[1] Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students' engagement in schoolwork [J].