Dynamics of need-supportive and need-thwarting teaching behavior: the bidirectional relationship with student engagement and disengagement in the beginning of a lesson

By L. Van den Berghe, Greet Cardon, Isabel B Tallir, D. Kirk, L. Haerens. 2016

93 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/41e4fae9db88dd0cdab26fd00345dee6ed831877

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. S. Cheon
2. J. Reeve
3. Nikos Ntoumanis
4. Nicolas Gillet
5. Yong-Gwan Song
6. Youngsun Lee
7. L. Haerens
8. Nathalie Aelterman

In Safety Research

1. J. Reeve
2. S. Cheon
3. L. Haerens
4. Nikos Ntoumanis
5. Youngsun Lee
6. Nathalie Aelterman
7. Maarten Vansteenkiste
8. Nicolas Gillet

In Social Psychology

1. J. Reeve
2. S. Cheon
3. L. Haerens
4. Nathalie Aelterman
5. Nikos Ntoumanis
6. Youngsun Lee
7. Nicolas Gillet
8. Maarten Vansteenkiste

Citations in the corpus

• Fostering student engagement with motivating teaching: an observation study of teacher and student behaviours (2020, background): “In general, these studies indicate that observed motivating teaching behaviour (Reeve et al. 2004) is positively related to student engagement (Jang, Reeve, and Deci 2010; Reeve et al. 2004; Van den Berghe et al. 2016).”
• Expanding Autonomy Psychological Need States From Two (Satisfaction, Frustration) to Three (Dissatisfaction): A Classroom-Based Intervention Study (2019, methodology): “The engagement-disengagement rating sheet was the four-item Engagement Rating Sheet (Reeve et al., 2004), which has been used previously in classroom settings (Jang et al., 2016), including PE classrooms (Tessier, Sarrazin, & Ntoumanis, 2010; Van den Berghe et al., 2016).”