Fostering excellence: Nurturing motivation and performance among high- and average-ability students through need-supportive teaching

IF 3.8 1区 心理学 Q1 PSYCHOLOGY, SOCIAL
Jeroen Lavrijsen , Sabine Sypré , Bart Soenens , Maarten Vansteenkiste , Eline Camerman , Alicia Ramos , Karine Verschueren
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引用次数: 0

Abstract

When students with high cognitive abilities disengage from school, this implies a severe loss of talent to students themselves and to society. Hence, it is important to understand how teachers can prevent disengagement and underachievement in high-ability students. Whereas a large body of research has demonstrated that need-supportive teaching (i.e., the provision of autonomy support, involvement, and structure) and differentiated instruction relate positively to students' academic development, it remains unclear whether such practices would be equally, more, or less beneficial for high-ability students. Drawing on data from a longitudinal four-wave study among early adolescents from Flanders (N = 3586), this study showed that need-supportive teaching in math classes was positively associated with intrinsic motivation, behavioral engagement, and math performance in high-ability students, both at the level of between-student differences and at the level of changes in students over time. Standardized estimates were typically between 0.05 and 0.20 at the between-person level, indicating small effect sizes, with more modest effect sizes at the within-person level. Importantly, these associations were found to be generally equivalent across high- and average-ability students. Comparing the provision of need-supportive teaching to either high- or average-ability students, high-ability students particularly reported more autonomy support from their math teachers than average-ability students, with small effect sizes (i.e., Cohen's d between 0.16 and 0.27). These findings underline the importance of need-supportive teaching to support the motivational and academic development of both high- and average-ability students.

培养卓越:通过需求支持型教学培养高能力和中等能力学生的学习动机和成绩
认知能力强的学生一旦辍学,意味着学生自身和社会人才的严重流失。因此,了解教师如何防止高能力学生辍学和成绩不佳是非常重要的。大量研究表明,支持需求的教学(即提供自主支持、参与和结构)和差异化教学与学生的学业发展有着积极的关系,但这些做法对高能力学生是否同样有益、更有益或更无益,目前仍不清楚。本研究利用对佛兰德斯青少年(人数=3586)进行的一项纵向四波研究的数据,表明数学课上的需求支持型教学与高能力学生的内在动机、行为参与和数学成绩呈正相关,这既体现在学生间差异的层面上,也体现在学生随时间推移而发生变化的层面上。人与人之间的标准化估计值通常介于 0.05 和 0.20 之间,显示出较小的效应大小,而人与人之间的效应大小则更为适中。重要的是,这些关联在能力强和能力一般的学生中一般是等同的。在对能力高或能力一般的学生提供需求支持性教学的比较中,能力高的学生尤其报告说他们的数学教师比能力一般的学生提供了更多的自主性支持,其效应大小较小(即 Cohen's d 在 0.16 和 0.27 之间)。这些发现强调了需要支持型教学对高能力学生和中等能力学生的学习动机和学业发展的重要性。
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来源期刊
Journal of School Psychology
Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
6.70
自引率
8.00%
发文量
71
期刊介绍: The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.
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