The Influence of Need-Supportive Teacher Behavior on the Motivation of Students with Congenital Deafblindness

Abstract

Introduction Research has indicated that need-supportive learning environments positively influence students’ motivation. According to self-determination theory, a need-supportive learning environment is one in which teachers provide structure, autonomy support, and involvement, and thereby support their students’ psychological needs for competence, autonomy, and relatedness. In this study, we aimed to explore whether teachers of students with congenital deafblindness provide such an environment and how they adjust their need-supportive teaching to these students. Methods We conducted an in-depth analysis of teacher-student interactions using a multiple-case-study design. We analyzed videos of teacher-student interactions from the perspective of self-determination theory. Results We found that successful need support for this group requires careful adjustments for each individual student. Only if the provision of structure, autonomy support, and involvement is tailored to the student can a positive influence on motivation be noticed. Another important finding is that teachers provide more structure and involvement than autonomy support. Discussion This study showed that need-supportive teaching is important in the education of students with congenital deafblindness. By using video analysis, we were able to point out teaching strategies that led to greater motivation for these students. Implications for practitioners Motivation is a prerequisite for learning, and teachers’ behavior might add to that motivation. This study showed that need support leads to enhanced motivation in students with congenital deafblindness. We provided practical insights that teachers can use to create need-supportive learning environments for these students.

Interventions for children with deafblindness—An integrative review

“…Summarizing and disseminating interventions for children with deafblindness within a wide range of age (from 8 months up to 18 years) could be regarded as problematic. However, the results indicate that similar outcomes were identified in children at different ages having had the same, but individualized intervention (Brady & Bashinski, 2008; Bruce et al, 2016; Brum, 2021; Damen et al, 2021; Grisham‐Brown et al, 2000; Haakma et al, 2016, 2017a, 2017b; Janssen et al, 2002, 2003, 2004, 2006, 2007, 2010, 2011, 2012; Leelavathi et al, 2011; Murdoch et al, 2014; Rowland & Schweigert, 2000a, 2000b). The widest age range among the children, 14 years, was seen in a study examining the efficacy of tangible symbols for communication (Rowland & Schweigert, 2000a).…”

“…The results in this first study showed that the communication partners provided structure and supported the children's individual needs, leading to increased motivation among the children (Haakma et al, 2016). In the two other studies, the educational intervention was carried out and evaluated (Haakma et al, 2017a, 2017b). The results in these two studies were consistent with the results from their first study.…”

“…Many of the interventions on social interaction and communication as well as motivation and participation used video observations as a method for counselling and for determining the outcome for the intervention (Bruce, 2002; Bruce et al, 2016; Damen et al, 2015, 2021; Haakma et al, 2016, 2017a, 2017b; Janssen et al, 2003; Martens et al, 2014). Presumably, it is challenging to have one's interactions video recorded and then have to view them and be evaluated, especially in a situation where one is perhaps uncertain about how to best interact with another individual.…”

Promoting creative autonomy support in school music education: An intervention study targeting interaction

“…One reason may be that this is due to an imbalance in need support, i.e., stimulation of psychological need satisfaction, from educators. In special needs education teachers were found to provide need satisfaction for relatedness by showing involvement and providing structure, but did not offer much autonomy support (Haakma et al, 2017).…”

Students’ Inattention Symptoms and Psychological Need Satisfaction During the Secondary School Transition: The Protective Role of Teachers’ Involvement

“…Taken as a whole, these findings point to the importance of providing teachers with training programs designed to develop attitudes (e.g., listening and empathy) and know-how (e.g., support and encouragement) that will communicate their involvement to their students, especially those with inattention symptoms. To this end, a multiple case-study design rooted in SDT suggests that it is possible to improve the involvement of teachers working with vulnerable students (students with congenital and acquired deaf blindness) following individual homework assignments and video coaching ( Haakma et al, 2017 ).…”