Introduction

Relatedness—a sense of meaningful connectedness and belonging—is one of the basic psychological needs proposed by self-determination theory.

Statement of the Problem

The current literature lacks evidence-based strategies that support student relatedness in the college classroom. In education, research has indicated what strategies support relatedness, but not how to implement this well-established and important concept in the college classroom.

Literature Review

Self-determination theory suggests that supporting relatedness between the instructor and students, and among students, can foster intrinsic motivation, internalization of extrinsic motivation, and performance in educational settings.

Teaching Implications

We present four evidence-based relatedness-supportive strategies—facilitating learning connections, preventing student self-silencing, providing and receiving feedback, and developing a student-centered classroom—to help promote greater student engagement and success in the classroom. We also share our examples and experiences applying these strategies as an instructor and an undergraduate teaching assistant in a physiological psychology course.

Conclusion

Feedback from students and our reflections suggest that the four strategies are effective, which can be adopted and adapted by other instructors to implement in their classrooms.

中文翻译：

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实施关联支持教学策略促进大学课堂学习

介绍

相关性——一种有意义的联系和归属感——是自我决定理论提出的基本心理需求之一。

问题陈述

当前的文献缺乏支持大学课堂中学生相关性的循证策略。在教育方面，研究表明了哪些策略支持相关性，但没有指出如何在大学课堂中实施这一行之有效的重要概念。

文献评论

自我决定理论表明，支持教师与学生之间以及学生之间的相关性可以促进内在动机、外在动机的内化以及在教育环境中的表现。

教学意义

我们提出了四种基于证据的相关性支持策略——促进学习联系、防止学生自我沉默、提供和接收反馈以及发展以学生为中心的课堂——以帮助促进学生在课堂上的更多参与和成功。我们还分享了我们在生理心理学课程中作为讲师和本科助教应用这些策略的示例和经验。

结论

来自学生的反馈和我们的反思表明，这四种策略是有效的，其他教师可以采用和调整在他们的课堂上实施。