Teachers' engaging messages: The role of perceived autonomy, competence and relatedness

被引：20

作者：

Santana-Monagas, Elisa ^{[1
]}

Nunez, Juan L. ^{[1
]}

Loro, Juan F. ^{[2
]}

Huescar, Elisa ^{[3
]}

Leon, Jaime ^{[4
]}

机构：

[1] Univ Las Palmas Gran Canaria, Dept Psychol Sociol & Social Work, C Santa Juana de Arco 1, Las Palmas Gran Canaria 35004, Spain

[2] Univ Las Palmas Gran Canaria, Dept Clin Sci, Campus San Cristobal, Las Palmas Gran Canaria 35016, Spain

[3] Miguel Hernandez Univ Elche, Dept Hlth Sci, Avda Univ S-N, Elche 03130, Spain

[4] Univ Las Palmas Gran Canaria, Dept Educ, C Santa Juana de Arco 1, Las Palmas Gran Canaria 35004, Spain

来源：

TEACHING AND TEACHER EDUCATION | 2022年 / 109卷

关键词：

Self-determination theory; Message framing; Basic psychological needs; Communication; Teaching quality; PSYCHOLOGICAL NEED SATISFACTION; SELF-DETERMINATION THEORY; LATENT PROFILE ANALYSIS; INTRINSIC MOTIVATION; FEAR APPEALS; PROFESSIONAL COMPETENCE; CLASSROOM CLIMATE; STUDENTS; SUPPORT; ASSOCIATIONS;

D O I：

10.1016/j.tate.2021.103556

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

"If you work hard you will learn interesting facts"."Unless you work hard you will get into trouble". These are examples of engaging messages teachers use to encourage engagement among their students. These kind of messages have been recently addressed by researchers, yet the reason why teachers use certain messages remains unexplored. This study aimed to identify profiles of teachers' engaging messages and how these relate to their basic needs and students' performance. The sample comprised 48 teachers and 1150 students. At the student-level, latent profile analysis showed three profiles: the gain-framed messages (GFM), the few-messages (FM), and the all-messages (AM) profiles. At the teacher-level, multilevel profile analysis showed an active and a passive profile. Results also indicated that teachers' basic psychological needs were related to their use of engaging messages and this was related to students' performance. (c) 2021 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).

引用

页数：11

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