A Classification System for Teachers’ Motivational Behaviors Recommended in Self-Determination Theory Interventions
Journal article
Ahmadi, Asghar, Noetel, Michael, Parker, Philip David, Ryan, Richard Michael, Ntoumanis, Nikolaos, Reeve, Johnmarshall, Beauchamp, Mark, Dicke, Theresa, Yeung, See Shing, Ahmadi, Malek, Bartholomew, K, Chiu, Thomas K. F., Mahoney, John William, Cunha Vasconcellos, Diego Itibere, Lonsdale, Christopher Sean and et. al.. (2023). A Classification System for Teachers’ Motivational Behaviors Recommended in Self-Determination Theory Interventions. Journal of Educational Psychology. 115(8), pp. 1158-1176. https://doi.org/10.1037/edu0000783
Authors | Ahmadi, Asghar, Noetel, Michael, Parker, Philip David, Ryan, Richard Michael, Ntoumanis, Nikolaos, Reeve, Johnmarshall, Beauchamp, Mark, Dicke, Theresa, Yeung, See Shing, Ahmadi, Malek, Bartholomew, K, Chiu, Thomas K. F., Mahoney, John William, Cunha Vasconcellos, Diego Itibere, Lonsdale, Christopher Sean and et. al. |
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Abstract | Teachers’ behavior is a key factor that influences students’ motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain many components. Reliably classifying and labeling those components is essential for implementation, reproducibility, and evidence synthesis.We used an international expert panel (N = 34) to develop this classification system. We started by identifying behaviors from existing literature, then refined labels, descriptions, and examples using the Delphi panel’s input. Next, the panel of experts iteratively rated the relevance of each behavior to SDT, the psychological need that each behavior influenced, and its likely effect on motivation. To create a mutually exclusive and collectively exhaustive list of behaviors, experts nominated overlapping behaviors that were redundant, and suggested new ones missing from the classification. After three rounds, the expert panel agreed upon 57 teacher motivational behaviors (TMBs) that were consistent with SDT. For most behaviors (77%), experts reached consensus on both the most relevant psychological need and influence on motivation. Our classification system provides a comprehensive list of TMBs and consistent terminology in how those behaviors are labeled. Researchers and practitioners designing interventions could use these behaviors to design interventions, to reproduce interventions, to assess whether these behaviors moderate intervention effects, and could focus new research on areas where experts disagreed. |
Keywords | taxonomy; engagement; intervention design; behavior change techniques; motivation; self determination theory |
Year | 01 Jan 2023 |
Journal | Journal of Educational Psychology |
Journal citation | 115 (8), pp. 1158-1176 |
Publisher | American Psychological Association |
ISSN | 0022-0663 |
Digital Object Identifier (DOI) | https://doi.org/10.1037/edu0000783 |
Web address (URL) | https://psycnet.apa.org/doiLanding?doi=10.1037%2Fedu0000783 |
Open access | Published as non-open access |
Research or scholarly | Research |
Page range | 1158-1176 |
Publisher's version | License All rights reserved File Access Level Controlled |
Output status | Published |
Publication dates | |
Online | 18 May 2023 |
01 Nov 2023 | |
Publication process dates | |
Deposited | 03 Jul 2024 |
Additional information | © 2023 American Psychological Association |
Supplementary materials: | |
Place of publication | United States |
https://acuresearchbank.acu.edu.au/item/90q99/a-classification-system-for-teachers-motivational-behaviors-recommended-in-self-determination-theory-interventions
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