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A Classification System for Teachers’ Motivational Behaviors Recommended in Self-Determination Theory Interventions
Ahmadi, Asghar Noetel, Michael Parker, Philip David Ryan, Richard Michael Ntoumanis, Nikolaos Reeve, Johnmarshall Beauchamp, Mark Dicke, Theresa Yeung, See Shing Ahmadi, Malek
Ahmadi, Asghar
Noetel, Michael
Parker, Philip David
Ryan, Richard Michael
Ntoumanis, Nikolaos
Reeve, Johnmarshall
Beauchamp, Mark
Dicke, Theresa
Yeung, See Shing
Ahmadi, Malek
Author
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
et. al.
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
et. al.
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
Date
2023
Type
Journal article
Journal
Book
Volume
115
Issue
8
Page Range
1158-1176
Article Number
ACU Department
School of Behavioural and Health Sciences
Faculty of Health Sciences
Faculty of Education and Arts
Institute for Positive Psychology and Education
Centre for Education and Innovation
Non-faculty
Faculty of Health Sciences
Faculty of Education and Arts
Institute for Positive Psychology and Education
Centre for Education and Innovation
Non-faculty
Relation URI
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled
Notes
© 2023 American Psychological Association
Supplementary materials: https://supp.apa.org/psycarticles/supplemental/edu0000783/edu0000783_supp.html
Supplementary materials: https://supp.apa.org/psycarticles/supplemental/edu0000783/edu0000783_supp.html