ABSTRACT Previous research has shown that teachers differentiate their behaviour based on their expectations of students. Self-determination theory (SDT) makes explicit how teacher behaviour relates to students’ motivation and engagement, namely, via need-supportive teaching. In the present study, we combined both research traditions and examined associations of teacher expectations with need-supportive teaching and thereby students’ motivation and engagement. Two-hundred-and-seventy-six secondary school students and their teachers (N = 11) completed questionnaires. The results indicated that teacher expectations were moderately but positively associated with students’ intrinsic motivation and engagement, and negatively with amotivation. These relationships were fully mediated, although with small effect sizes, by need-supportive teaching. These findings highlight the value of combining research on teacher expectations and SDT, to gain further understanding of how teacher expectations may cause teachers to provide more need support to some students than to others, thereby affecting students’ motivation and engagement.

中文翻译：

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教师期望对需要支持的教学，学生的动机和敬业度的影响：自我决定的观点

摘要先前的研究表明，教师会根据对学生的期望来区分他们的行为。自决理论（SDT）通过需要支持的教学，明确了教师行为与学生的动机和敬业度之间的关系。在本研究中，我们结合了研究传统和检验教师期望与需要支持的教学的联系，从而激发了学生的动机和参与度。260名中学生及其老师（N = 11）填写了问卷。结果表明，教师的期望与学生的内在动机和敬业度适度但正相关，与动机无关。这些关系虽然需要的支持程度很小，但效果影响很小，完全由人来介导。