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Need-Supportive and Need-Thwarting Teacher Behavior: Their Importance to Boys’ and Girls’ Academic Engagement and Procrastination Behavior

Motivation plays an important role in students’ school behavior, and research has established that students’ learning environment experiences such as teachers’ behavior toward them contribute to their motivation and behavior at school. Self-determination theory (SDT) offers an interesting frame of r...

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Autor principal: Opdenakker, Marie-Christine
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7988229/
https://www.ncbi.nlm.nih.gov/pubmed/33776849
http://dx.doi.org/10.3389/fpsyg.2021.628064
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author Opdenakker, Marie-Christine
author_facet Opdenakker, Marie-Christine
author_sort Opdenakker, Marie-Christine
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description Motivation plays an important role in students’ school behavior, and research has established that students’ learning environment experiences such as teachers’ behavior toward them contribute to their motivation and behavior at school. Self-determination theory (SDT) offers an interesting frame of reference in the study of the relationship between students’ learning experiences at school and their school behavior. Considering three basic psychological needs (the need for autonomy, competence, and relatedness), the SDT points to the importance of nutriments and support in the social environment in order to allow growth in motivation, engagement, and (psychological) well-functioning. In addition, thwarting these needs is supposed to contribute to maladaptive functioning. Teachers can play an important role in the fulfillment of students’ basic psychological needs by delivering support (autonomy support, structure, and involvement); however, controlling instructional behavior, chaos in the classroom, and teacher rejection and neglect are supposed to be a treat to the fulfillment of students’ basic psychological needs. In the current innovative longitudinal study, teachers’ need-supportive behavior as well as teachers’ thwarting of these needs are considered and their relationship with students’ academic engagement (adaptive functioning) and procrastination behavior (maladaptive functioning) is studied. In addition, attention is paid to differential effects of teachers’ behavior with regard to boys and girls. Participants were 566 students belonging to 20 mathematics/English grade 1 secondary education classes in the Netherlands. Multilevel analyses revealed evidence for the importance of both teachers’ need-supportive and need-thwarting behaviors in relation to students’ academic engagement and procrastination behavior. In addition, the findings revealed that teachers’ need-supportive behavior is more important for students’ academic engagement (adaptive functioning), while teachers’ need-thwarting behavior has larger effects on students’ procrastination behavior (maladaptive functioning). Furthermore, evidence was found that boys often seemed to be more sensitive to their teachers’ behavior than girls. The findings highlight the importance of both teachers’ need-supportive and need-thwarting behaviors in daily classrooms and contribute to deepen our insight into and understanding of factors leading to adaptive and maladaptive functioning of boys and girls in relation to learning tasks at school.
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spelling pubmed-79882292021-03-25 Need-Supportive and Need-Thwarting Teacher Behavior: Their Importance to Boys’ and Girls’ Academic Engagement and Procrastination Behavior Opdenakker, Marie-Christine Front Psychol Psychology Motivation plays an important role in students’ school behavior, and research has established that students’ learning environment experiences such as teachers’ behavior toward them contribute to their motivation and behavior at school. Self-determination theory (SDT) offers an interesting frame of reference in the study of the relationship between students’ learning experiences at school and their school behavior. Considering three basic psychological needs (the need for autonomy, competence, and relatedness), the SDT points to the importance of nutriments and support in the social environment in order to allow growth in motivation, engagement, and (psychological) well-functioning. In addition, thwarting these needs is supposed to contribute to maladaptive functioning. Teachers can play an important role in the fulfillment of students’ basic psychological needs by delivering support (autonomy support, structure, and involvement); however, controlling instructional behavior, chaos in the classroom, and teacher rejection and neglect are supposed to be a treat to the fulfillment of students’ basic psychological needs. In the current innovative longitudinal study, teachers’ need-supportive behavior as well as teachers’ thwarting of these needs are considered and their relationship with students’ academic engagement (adaptive functioning) and procrastination behavior (maladaptive functioning) is studied. In addition, attention is paid to differential effects of teachers’ behavior with regard to boys and girls. Participants were 566 students belonging to 20 mathematics/English grade 1 secondary education classes in the Netherlands. Multilevel analyses revealed evidence for the importance of both teachers’ need-supportive and need-thwarting behaviors in relation to students’ academic engagement and procrastination behavior. In addition, the findings revealed that teachers’ need-supportive behavior is more important for students’ academic engagement (adaptive functioning), while teachers’ need-thwarting behavior has larger effects on students’ procrastination behavior (maladaptive functioning). Furthermore, evidence was found that boys often seemed to be more sensitive to their teachers’ behavior than girls. The findings highlight the importance of both teachers’ need-supportive and need-thwarting behaviors in daily classrooms and contribute to deepen our insight into and understanding of factors leading to adaptive and maladaptive functioning of boys and girls in relation to learning tasks at school. Frontiers Media S.A. 2021-03-10 /pmc/articles/PMC7988229/ /pubmed/33776849 http://dx.doi.org/10.3389/fpsyg.2021.628064 Text en Copyright © 2021 Opdenakker. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Opdenakker, Marie-Christine
Need-Supportive and Need-Thwarting Teacher Behavior: Their Importance to Boys’ and Girls’ Academic Engagement and Procrastination Behavior
title Need-Supportive and Need-Thwarting Teacher Behavior: Their Importance to Boys’ and Girls’ Academic Engagement and Procrastination Behavior
title_full Need-Supportive and Need-Thwarting Teacher Behavior: Their Importance to Boys’ and Girls’ Academic Engagement and Procrastination Behavior
title_fullStr Need-Supportive and Need-Thwarting Teacher Behavior: Their Importance to Boys’ and Girls’ Academic Engagement and Procrastination Behavior
title_full_unstemmed Need-Supportive and Need-Thwarting Teacher Behavior: Their Importance to Boys’ and Girls’ Academic Engagement and Procrastination Behavior
title_short Need-Supportive and Need-Thwarting Teacher Behavior: Their Importance to Boys’ and Girls’ Academic Engagement and Procrastination Behavior
title_sort need-supportive and need-thwarting teacher behavior: their importance to boys’ and girls’ academic engagement and procrastination behavior
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7988229/
https://www.ncbi.nlm.nih.gov/pubmed/33776849
http://dx.doi.org/10.3389/fpsyg.2021.628064
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