Student Psychological Need Satisfaction and College Teacher-Course Evaluations

By Vincent F. Filak, Kennon M. Sheldon. 2003

251 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/85484892ec70f6c204f3f06af779c9cc12c2264d

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

A New Autonomy-Supportive Way of Teaching That Increases Conceptual Learning: Teaching in Students' Preferred Ways (2016, background): “…expertise, because perceptions of autonomy-supportive teaching have been shown to be rather highly correlated with perceived teaching expertise (Filak & Sheldon, 2003); that is, we expected that students who received instruction taught in their preferred way would experience not only high…”
Measuring Students' Motivation: Validity Evidence for the MUSIC Model of Academic Motivation Inventory. (2016, background): “Other researchers have found similar correlations between these constructs and outcomes (e.g., Filak & Sheldon, 2003), which provides evidence for the predictive validity of the MUSIC Inventory.”
Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive (2009, background): “Students also rate teachers favorably who create classroom conditions that produce experiences of psychological need satisfaction (Filak & Sheldon, 2003).”
Exploring Student Persistence in STEM Programs: A Motivational Model (2015, background): “Students need to feel that they have some control over what is being taught and that their thoughts and feelings about the material are being acknowledged and integrated (Filak & Sheldon, 2003).”
Understanding Well-Being and Optimal Functioning: Applying the Multilevel Personality in Context (MPIC) Model (2011, background): “This would replicate past findings (Deci & Ryan, 2000; Filak & Sheldon, 2003) and would support SDT’s notion that each need represents a specific category of psychological nutrient that is universally essential to thriving (Ryan, 1995).”
Testing Self-Determination Theory via Nigerian and Indian adolescents (2009, unknown): “To assess students’ course evaluation we used two of the items employed by Filak and Sheldon (2003), which are also used by the University of Missouri to evaluate overall class quality.”
Teacher support, student motivation, student need satisfaction, and college teacher course evaluations: testing a sequential path model (2008, methodology): “…of the Basic Psychological Needs Scale (Ilardi, Leone, Kasser, & Ryan, 1993), consistent with the nine-item approach of La Guardia, Ryan, Couchman, and Deci (2000) and also with the need satisfaction measures used in the earlier study upon which our work here is based (Filak & Sheldon, 2003).”
Engagement, boredom, and burnout among students : Basic need satisfaction matters more than personality traits (2015, background): “Additionally, students' satisfaction can be supported by teacher and class characteristics, such encouragement and group interaction (Filak & Sheldon, 2003).”
Attentive Facework During Instructional Feedback: Key to Perceiving Mentorship and an Optimal Learning Environment (2008, background): “Filak and Sheldon (2003) found that students’ overall teacher effectiveness ratings depended on how well their teachers met students’ autonomy, competence, and affiliation needs over time.”
College students’ motivation and learning strategies profiles and academic achievement: a self-determination theory approach (2014, background): “The impact of need satisfaction on motivation in the educational setting were previously studied (e.g. Cox & Williams, 2008; Filak & Sheldon, 2003; Wang, Liu, Koh, Tan, & Ee, 2011), and findings generally concur with the SDT in that need satisfaction has adaptive consequences.”
Measuring Need Satisfaction and Frustration in Educational and Work Contexts: The Need Satisfaction and Frustration Scale (NSFS) (2016, methodology): “Following a literature review, four education-related measures of psychological needs were identified: Filak and Sheldon (2003), Minnaert et al. (2011), Reeve and Sickenius (1994), and Standage et al. (2005).”