TY - JOUR
T1 - A literature review on how need-supportive behavior influences motivation in students with sensory loss
AU - Haakma, Ineke
AU - Janssen, Marleen
AU - Minnaert, Alexander
PY - 2016/6
Y1 - 2016/6
N2 - This review examines the literature on the effects of need-supportive teaching on motivation, engagement, and educational outcomes of students with visual or hearing impairments or deafblindness. We searched literature for evidence relating to dimensions of need-supportive teaching, namely providing structure, autonomy support, and involvement, as described in Self-Determination Theory. Of the 19 studies reviewed, most addressed how teachers provide structure. The literature revealed that, in general, teachers provide structure in their lessons, and this has a positive impact on students' motivation, engagement, and educational outcomes. Fewer studies and inconsistent results were found concerning teachers' provision of autonomy support and involvement.
AB - This review examines the literature on the effects of need-supportive teaching on motivation, engagement, and educational outcomes of students with visual or hearing impairments or deafblindness. We searched literature for evidence relating to dimensions of need-supportive teaching, namely providing structure, autonomy support, and involvement, as described in Self-Determination Theory. Of the 19 studies reviewed, most addressed how teachers provide structure. The literature revealed that, in general, teachers provide structure in their lessons, and this has a positive impact on students' motivation, engagement, and educational outcomes. Fewer studies and inconsistent results were found concerning teachers' provision of autonomy support and involvement.
U2 - 10.1016/j.tate.2016.02.008
DO - 10.1016/j.tate.2016.02.008
M3 - Article
SN - 0742-051X
VL - 57
SP - 1
EP - 13
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
ER -