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.

摘要

高等教育中的师生关系发生在两个嵌入的社会环境中：课堂环境和课堂环境所在的教育机构。本研究研究了这两种情境之间的相互作用及其与学生动机的关系。在一个广泛的样本中（N=597)，测量了对师生关系质量、课堂需求支持教学以及自主和受控动机的看法。对课堂教师参与的感知与自主动机相关，而对课堂教师结构的感知与受控动机相关。对课堂教师参与和自主支持的看法与自主动机的关联似乎被对仁爱的信任的看法所抑制。这表明，当对仁慈的信任使他们从被支持转变为依赖支持时，学生可以获得“告诉我该怎么做”的态度。在一次分析中研究两种嵌入的上下文，导致了更细粒度的洞察力。