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Do Goal Clarification and Process Feedback Positively Affect Students' Need-Based Experiences? A Quasi-Experimental Study Grounded in Self-Determination Theory
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Krijgsman, Christa; Mainhard, Tim; Borghouts, Lars; van Tartwijk, Jan; Haerens, Leen – Physical Education and Sport Pedagogy, 2021
Background: The importance of clarifying goals and providing process feedback for student learning has been widely acknowledged. From a Self-Determination Theory perspective, it is suggested that motivational and learning gains will be obtained because in well-structured learning environments, when goals and process feedback are provided, students…
Descriptors: Goal Orientation, Feedback (Response), Psychological Needs, Personal Autonomy
Toward an Integrative and Fine-Grained Insight in Motivating and Demotivating Teaching Styles: The Merits of a Circumplex Approach
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Aelterman, Nathalie; Vansteenkiste, Maarten; Haerens, Leen; Soenens, Bart; Fontaine, Johnny R. J.; Reeve, Johnmarshall – Journal of Educational Psychology, 2019
Guided by Self-Determination Theory, we offer an integrative and fine-grained analysis of teachers' classroom motivating style (i.e., autonomy support, structure, control, and chaos) to resolve existing controversies in the literature, such as how these dimensions relate to each other and to educationally important student and teacher outcomes.…
Descriptors: Self Determination, Teaching Styles, Motivation Techniques, Classroom Techniques
The Role of Task and Ego-Oriented Climate in Explaining Students' Bright and Dark Motivational Experiences in Physical Education
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García-González, Luis; Sevil-Serrano, Javier; Abós, Angel; Aelterman, Nathalie; Haerens, Leen – Physical Education and Sport Pedagogy, 2019
Background: A distinction is made in Achievement Goal Theory (AGT) between task-oriented (i.e. effort, intra-individual progress, and self-comparison) and ego-oriented (i.e. inter-individual progress and normative comparison) climates. Combining insights from AGT and Self-Determination Theory (SDT), studies in the PE context have shown that a…
Descriptors: Physical Education, Self Concept, Psychological Needs, Self Determination
Does Observed Controlling Teaching Behavior Relate to Students' Motivation in Physical Education?
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De Meyer, Jotie; Tallir, Isabel B.; Soenens, Bart; Vansteenkiste, Maarten; Aelterman, Nathalie; Van den Berghe, Lynn; Speleers, Lise; Haerens, Leen – Journal of Educational Psychology, 2014
Self-determination theory (SDT) has served as a theoretical framework for considerable research on teaching behavior and student motivation. The majority of studies have focused on need-supportive teaching behavior at the expense of need-thwarting teaching behavior (i.e., the "dark side" of teaching). The goal of the present study was to…
Descriptors: Student Motivation, Teacher Behavior, Power Structure, Video Technology