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- W3095361946 abstract "Student-teacher relationships in higher education take place in two embedded social contexts: the in-class environment and the educational institute in which the in-class environment is situated. The interplay between the two contexts and their association with students’ motivation was studied in the current study. In a broad sample (N=597), perceptions of student-staff relationship quality, need-supportive teaching in class, and autonomous and controlled motivation were measured. Perceptions of in-class teacher involvement were associated with autonomous motivation, while perceptions of in-class teacher structure were associated with controlled motivation. The association of perceptions of in-class teacher involvement and autonomy support with autonomous motivation seemed to be suppressed by perceptions of trust in benevolence. This indicates that students can get a ‘just tell me what to do’- attitude when trust in benevolence makes them shift from being supported to depending on support. Studying both embedded contexts in one analysis, resulted in a more fine-grained insight." @default.
- W3095361946 created "2020-11-09" @default.
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- W3095361946 date "2020-11-02" @default.
- W3095361946 modified "2023-10-14" @default.
- W3095361946 title "Building relationships in higher education to support students’ motivation" @default.
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- W3095361946 doi "https://doi.org/10.1080/13562517.2020.1839748" @default.
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