1. UNDERSTANDING THE RELATIONSHIP BETWEEN TEACHER BEHAVIOR AND MOTIVATION IN STUDENTS WITH ACQUIRED DEAFBLINDNESS.
- Author
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HAAKMA, INEKE, JANSSEN, MARLEEN, and MINNAERT, ALEXANDER
- Subjects
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USHER'S syndrome , *DUANE retraction syndrome , *BEHAVIOR , *BLINDNESS , *DEAFNESS , *HEARING , *MOTIVATION (Psychology) , *SUPPORT groups , *STUDENTS , *TEACHERS , *VISION testing , *DATA analysis , *ACQUISITION of data , *COLLEGE teacher attitudes , *MEDICAL coding , *PATIENT autonomy , *DIAGNOSIS - Abstract
BECAUSE LITTLE is known about teacher-student relationships that involve students with acquired deafblindness, the authors performed a multiple case study with a multiple-method design to investigate the relationship between need-supportive teaching behaviors and student en- gagement. Using self-determination theory (Deci & Ryan, 2000), they analyzed video observations of interactions. It was found that teachers' provision of structure, autonomy support, and involvement often co-occurs with higher levels of student engagement. Moreover, varying degrees of need support over time seem to result in varying levels of student engagement. Examples are provided of need-supportive teaching behaviors that can be used to foster the motivation of students with acquired deafblindness. [ABSTRACT FROM AUTHOR]
- Published
- 2016
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