Teacher Expectation Effects On Need-Supportive Teaching and Student Motivation

Abstract

Prior studies have demonstrated that teachers modify their conduct in accordance with their expectations of pupils. Self-determination theory (SDT) elucidates the connection between teacher conduct and students' motivation and engagement, namely through the provision of instruction that supports their needs. Its purpose is to gather information on the impacts of teacher expectations on the provision of supportive teaching and student motivation. The study conducted here employs a descriptive design with the aim of elucidating various elements, facts, or phenomena of a specific scenario. In this study, we integrated two research traditions and investigated the connections between teacher expectations, need-supportive teaching, and students' motivation and engagement. The findings demonstrated a moderate yet positive correlation between teacher expectations and students' intrinsic motivation and engagement, while showing a negative correlation with amotivation. The associations were completely mediated, but with minimal effect sizes, by need-supportive instruction. These findings emphasise the need of integrating studies on teacher expectations and SDT to enhance our comprehension of how teacher expectations might lead to differential provision of need assistance to students, thereby impacting their motivation and engagement.