Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature

By Kim Stroet, Marie-Christine J. L. Opdenakker, A. Minnaert. 2013

397 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/fd75711ff4ecef7f5753474312c5f52f10786f82

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Citations in the corpus

Do outreach activities in secondary STEM education motivate students and improve their attitudes towards STEM? (2018, result): “This is in line with prior findings of the positive association between needs fulfilment and autonomous motivation (Deci & Ryan, 2000; Stroet et al., 2013).”
Teacher–student relationship and academic achievement: a cross-lagged longitudinal study on three different age groups (2013, positive): “Results of a recent meta-analysis by Stroet et al. (2013) revealed that students’ perceptions of need supportive teaching are generally positively related to their motivation and engage-”
Motivational teacher strategies: the role of beliefs and contextual factors (2015, positive): “The issue of differences in need strength has hardly been examined and, even though research shows overall positive effects of autonomy-support or relatedness (Stroet et al. 2013), that does not exclude the possibility that some students might beneﬁt more than others.”
Fostering student engagement with motivating teaching: an observation study of teacher and student behaviours (2020, background): “To experience a sense of autonomy, it is important that students experience their engagement in learning as a self-chosen act that reflects their own interests, preferences and values (Stroet, Opdenakker, and Minnaert 2013).”
Teacher and Peer Support for Young Adolescents’ Motivation, Engagement, and School Belonging (2015, background): “Teachers often enhance students’ sense of competence and effectiveness in learning when they provide structure (Stroet et al., 2013).”
Development of a new model on utilizing online learning platforms to improve students’ academic achievements and satisfaction (2020, background): “Moreover, Stroet et al. (2013) found a clear positive correlation on the impacts of autonomy supportive teaching on motivation of learner.”
What motivates early adolescents for school? A longitudinal analysis of associations between observed teaching and motivation (2015, background): “Thus far, most SDT studies among early adolescents have relied on student perceptions (Stroet et al., 2013).”
Emotion regulation and need satisfaction shape a motivating teaching style (2020, background): “…(i.e. imposing goals or strategies, shaming, or elevating guilt) or a chaotic style (i.e. being contradictory about expectations and requirements, reluctance to set rules or provide support, letting the students solve issues on their own) tend to de-motivate (for a review see Stroet et al., 2013).”
Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction (2021, background): “central role of student perceptions in interpreting teacher behaviors, and the finding that teacher and observer reports have low or no associations with student motivation, at least for early adolescent students (Stroet et al., 2013), it is important to understand how students interpret their teach”
Longitudinal relations between perceived autonomy and social support from teachers and students' self-regulated learning and achievement (2016, methodology): “Whereas the relation between perceived teacher support with student’ intrinsic motivation may be more pronounced (e.g. Stroet et al., 2013), the relation with learning behaviour may be weaker because other factors may come into play when motivation for learning must be turned into action.”