Teacher structure as a predictor of students’ perceived competence and autonomous motivation: The moderating role of differentiated instruction

• Published in: British journal of educational psychology Vol. 87; no. 2; pp. 224 - 240
• Main Authors: Guay, Frédéric, Roy, Amélie, Valois, Pierre
• Format: Journal Article
• Language: English
• Published: England Wiley-Blackwell 01.06.2017; British Psychological Society
• Subjects: Adolescent; Adult; autonomous motivation; Behavior; Child; Competence; Correlation; differentiated instruction; Educational Practices; Educational psychology; Elementary Education; Elementary School Students; Elementary School Teachers; Elementary schools; Female; Foreign Countries; French; French instruction; Humans; Individualized Instruction; instructional adaptations; Intrinsic motivation; Male; Measurement; Moderation; Motivation; Motivation - physiology; perceived competence; Perception - physiology; Personal Autonomy; Predictor Variables; Quebec; School Teachers - psychology; Self Concept; Self Esteem; Self Report; Student Motivation; Students; Students - psychology; Surveys; teacher structure; Teachers; Teaching; Teaching Methods; Canada; French instruction; teacher structure; instructional adaptations; perceived competence; differentiated instruction; elementary schools; autonomous motivation

Background An important pedagogical practice is the provision of structure (Farkas & Grolnick, 2010, Motiv. Emot., 34, 266). According to self‐determination theory (SDT; Deci & Ryan, 1985, Intrinsic motivation and self‐determination in human behavior, Plenum, New York, NY), structure allows...