Understanding the Relationship Between Teacher Behavior and Motivation in Students with Acquired Deafblindness

Haakma, Ineke; Janssen, Marleen; Minnaert, Alexander

doi:10.1353/aad.2016.0024

Cited by 12 publications

(17 citation statements)

References 38 publications

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“…Most improvement can be attained in the domain of autonomy support, since autonomy support was the lowest reported form of need support by both teachers and students. This is in line with previous research on students with deafblindness (Haakma et al, 2016b(Haakma et al, , 2017b, which also identified autonomy support as the least provided form of support by teachers of students with congenital and acquired deafblindness. Moreover, existing research on students with visual impairments has also indicated that these students often do not get much opportunity to behave in autonomous, self-determined ways.…”

Section: Discussionsupporting

confidence: 91%

“…Another method is to make video recordings of a lesson and then look back at the lesson. Video recordings can help in assessing need-supportive teaching and clearly show what effect the teacher's behavior has on the students (Haakma et al, 2016b).…”

Section: Discussionmentioning

confidence: 99%

“…The recordings included various teacher-student pairs involved in a broad range of learning tasks in different educational settings. These studies provided insights into how need-supportive teaching influences A I 1 Mainstream 46 Male 23 11 B II 2 Special 51 Female 16 2 C III 2 Special 29 Female 5 1.5 D IV 3 Special 50 Female 20 15 E V 3 Special 34 Female 6 2 F VI 4 Special 27 Male 3 3 G VII 5 Special 33 Female 7 7 the motivation of students with either congenital (Haakma et al, 2017a) or acquired (Haakma et al, 2016b) deafblindness to engage in learning. More insight into how this works for students with visual impairments is needed to further our understanding and improve our support.…”

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confidence: 99%

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Need Support in Students with Visual Impairments: Comparing Teacher and Student Perspectives

2018

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According to self-determination theory (SDT), need-supportive teaching positively influences students' engagement to learn. Need-supportive teaching involves teachers providing students with structure, autonomy support, and involvement. It enables teachers to support students' psychological needs to feel competent, autonomous, and related. Supporting students' needs consequently has a positive influence on students' engagement to learn. Little is known about need-supportive teaching in the education of students with visual impairments. In this study, we used a questionnaire to assess the self-reported provision of need support by teachers of students with visual impairments, the students' perceived need support, and the students' behavioral and emotional engagement. Seven teachers and 48 students filled in questionnaires based on SDT. In general, mean scores were positive. The teachers' mean scores for the need support they provided, the students' mean scores for their perceived need support, and the students' mean scores for engagement all ranged between 3 and 4 on a 5-point scale. The teachers and students scored highest on involvement, followed by structure, and then autonomy support. When looking at scores on an individual student level, we found large differences between students in the same class, which implies that need support requires an individualized approach. Hence, teachers need to be aware of their students' individual needs for structure, autonomy support, and involvement and should adjust their need-supportive teaching accordingly, thereby enabling teachers to have a positive impact on the engagement of students with visual impairments.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

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confidence: 99%

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Need Support in Students with Visual Impairments: Comparing Teacher and Student Perspectives

2018

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“…A study [38] demonstrated that critical thinking education improves problem-solving skills. A good relationship between a nurse educator and a student brings positive results in students' education and motivates them for work in a clinical setting [39]. In addition, a teacher's professional knowledge and their organizational and communication skills also have an effect on successful learning [40].…”

Section: Discussionmentioning

confidence: 99%

Implementation of Active Learning Methods in Nursing Undergraduate Study Programs – A Group Interview

Pivač

Skela-Savič

Jović

et al. 2021

Preprint

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Background: Modern and active learning methods form an important part in the education of Nursing students. They encourage the development of communication and critical thinking skills, and ensure the safe health care of patients. Our aim was to obtain naturalistic data from nurse educators regarding the use and effects of implementing active learning methods (Peyton's Four-Step Approach, Mind Mapping, Debriefing and Objective Structured Clinical Examination methods) in the study process of students of Nursing after a completed education module, Clinical skills of mentors, as part of the Strengthening Nursing in Bosnia and Herzegovina Project. Methods: Qualitative research was conducted and a group interview technique was used for data collection. Beforehand, research participants were included in a two-day education module, Clinical skills of mentors, as part of the Strengthening Nursing in Bosnia and Herzegovina Project. 14 nurse educators participated. Group interviews were conducted in September 2019. Content analysis of the discussion transcriptions was conducted. Results: The obtained categories form four topics: 1) positive effect on the development of students' communication skills 2) positive effect of learning methods on the development of students' critical thinking skills 3) ensuring a safe learning environment 4) implementation of active learning methods.Conclusions: The use of various active learning methods in simulation settings improves the Nursing students’ critical thinking and communication skills. Therefore, we believe that Peyton’s Four-Step Approach, Mind Mapping and Debriefing methods should be included as tools for effective student learning and as preparation for directly performing safe nursing interventions with a patient. Effective approaches to the assessment of Nursing students may ensure quality patient health care in accordance with the vision of the nursing profession.

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“…Relatedness can be promoted by providing a sense of connectedness to others. An environment that helps a person feel socially included and supported by others may help facilitate intrinsic motivation [ 20 , 32 , 35 ].…”

Section: Introductionmentioning

confidence: 99%

Feasibility of a Facebook Intervention for Exercise Motivation and Cardiac Rehabilitation Adherence: Study Protocol

Siegmund¹,

Ahmed²,

Crawford³

et al. 2017

JMIR Res Protoc

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BackgroundWhile cardiac rehabilitation has been shown to be effective at improving coronary heart disease (CHD), participation is generally poor. Attempts to increase uptake and adherence often fail. Use of a Facebook intervention for this population may be a unique opportunity to support self-determined motivation and affect adherence.ObjectiveTo evaluate the impact of a Facebook intervention on motivation for exercise and adherence to cardiac rehabilitation in patients with CHD during a 12-week, Phase II cardiac rehabilitation program.MethodsA prospective, randomized controlled pilot study, grounded in Self-Determination Theory, will be conducted. Participants will be recruited from inpatient, or the intake visit to outpatient, cardiac rehabilitation, and then randomly assigned to the intervention or comparison group. Participants in the intervention group will take part in a private Facebook group. Weekly posts will be designed to support self-determined motivation, measured at baseline and postcardiac rehabilitation by the Behavioral Regulation in Exercise Questionnaire-3 (BREQ-3). The Psychological Need Satisfaction for Exercise (PNSE) scale will measure fulfillment of needs that affect motivation. Participants in the comparison group will be given the same materials, but these will be supplied via handouts and email. The number of sessions attended will be tallied and analyzed using t tests. Overall motivation will be evaluated using analysis of covariance (ANCOVA) models. Multivariate analysis of variance models will be used to evaluate differences in the change across motivation subtypes. If significant, ANCOVA models for each subtype will be fit. ANCOVA models will be used to compare changes in needs satisfaction, overall and separately among the three subscales, between groups. Engagement in the Facebook group will be measured by number of “likes” and self-report of weekly visits to the group.ResultsThis project was funded in July 2017 and recruitment is currently underway. The recruitment goal is 60 cardiac rehabilitation patients. Data collection is anticipated to be complete by July 2018.ConclusionsThis pilot study will be the first to examine the effect of a Facebook intervention on patient adherence and motivation for exercise in a cardiac rehabilitation setting. Engagement in the Facebook group and participation in the study will help to determine the feasibility of using Facebook to affect adherence and motivation in cardiac rehabilitation patients, potentially improving outcomes through the use of a unique intervention.Trial RegistrationClinicalTrials.gov NCT02971813; https://clinicaltrials.gov/ct2/show/NCT02971813 (Archived by WebCite at http://www.webcitation.org/6sRsz8Zpa)

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Understanding the Relationship Between Teacher Behavior and Motivation in Students with Acquired Deafblindness

Cited by 12 publications

References 38 publications

Need Support in Students with Visual Impairments: Comparing Teacher and Student Perspectives

Need Support in Students with Visual Impairments: Comparing Teacher and Student Perspectives

Implementation of Active Learning Methods in Nursing Undergraduate Study Programs – A Group Interview

Feasibility of a Facebook Intervention for Exercise Motivation and Cardiac Rehabilitation Adherence: Study Protocol

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