Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6850678 | Teaching and Teacher Education | 2016 | 13 Pages |
Abstract
This review examines the literature on the effects of need-supportive teaching on motivation, engagement, and educational outcomes of students with visual or hearing impairments or deafblindness. We searched literature for evidence relating to dimensions of need-supportive teaching, namely providing structure, autonomy support, and involvement, as described in Self-Determination Theory. Of the 19 studies reviewed, most addressed how teachers provide structure. The literature revealed that, in general, teachers provide structure in their lessons, and this has a positive impact on students' motivation, engagement, and educational outcomes. Fewer studies and inconsistent results were found concerning teachers' provision of autonomy support and involvement.
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Authors
Ineke Haakma, Marleen Janssen, Alexander Minnaert,