Fostering Students' Moderation Competence: The Interplay between Social Relatedness and Perceived Competence

Autor/inn/en	Bürgermeister, Anika; Ringeisen, Tobias; Raufelder, Diana
Titel	Fostering Students' Moderation Competence: The Interplay between Social Relatedness and Perceived Competence
Quelle	In: Teaching in Higher Education, 21 (2016) 8, S.990-1005 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2016.1209183
Schlagwörter	Longitudinal Studies; Interpersonal Competence; Quasiexperimental Design; Experimental Groups; Control Groups; Path Analysis; Personal Autonomy; Self Determination; Teaching Styles; College Students; Likert Scales; Statistical Analysis; Communication Skills; Concept Teaching; Performance Based Assessment; Foreign Countries; Multivariate Analysis; Germany + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interpersonale Kompetenz; Pfadanalyse; Individuelle Autonomie; Selbstbestimmung; Lehrstil; Unterrichtsstil; Collegestudent; Likert-Skala; Statistische Analyse; Kommunikationsstil; Leistungsermittlung; Ausland; Multivariate Analyse; Deutschland
Abstract	Using a longitudinal design, the present study examined whether two teaching concepts that varied in their capacity to foster students' self-determination affected students' sense of social relatedness and their perceived moderation competence, as well as the interplay between these two components and the students' performance during a moderation exam. We conducted a quasi-experimental field study with university students (N = 160), who were evenly distributed between an experimental (EG) and a control group (CG). The results of multi-group path analysis suggest that simultaneously fostering autonomy, competence, and relatedness (EG), in comparison to providing autonomy and competence support only (CG), leads to a stronger link between perceived competence and social relatedness. If students experience moderation competence, they in turn feel socially related to their teacher, which leads to an even higher competence perception thereafter. The crucial role of teachers' behaviour, in particular relatedness support, in learning development is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01