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

被引：7
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
收藏
页码：314 / 326
页数：13
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