Understanding the relationship between teacher behavior and motivation in students with acquired deafblindness

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Samenvatting

Because little is known about teacher-student relationships that involve students with acquired deafblindness, the authors performed a multiple case study with a multiple-method design to investigate the relationship between need-supportive teaching behaviors and student engagement. Using self-determination theory (Deci & Ryan, 2000), they analyzed video observations of interactions. It was found that teachers’ provision of structure, autonomy support, and involvement often cooccurs with higher levels of student engagement. Moreover, varying degrees of need support over time seem to result in varying levels of student engagement. Examples are provided of need-supportive teaching behaviors that can be used to foster the motivation of students with acquired deafblindness.
Originele taal-2English
Pagina's (van-tot)314-326
Aantal pagina's13
TijdschriftAmerican Annals of the Deaf
Volume161
Nummer van het tijdschrift3
DOI's
StatusPublished - 1-aug.-2016

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