Mokytojų teikiamo grįžtamojo ryšio ir mokinių ketinimų palikti mokyklą sąsajos: esminių psichologinių poreikių vaidmuo
LTRemiantis savideterminacijos teorija, straipsnyje analizuojamos mokytojų teikiamo teigiamo ir neigiamojo grįžtamojo ryšio bei mokinių ketinimų palikti mokyklą, atsižvelgiant į mokinių esminių psichologinių poreikių patenkinimą, sąsajos. Tyrime dalyvavo 682 I–III gimnazijos klasių mokiniai. Rezultatai parodė, kad tik suvoktas mokytojų teikiamas neigiamas grįžtamasis ryšys prognozuoja mokinių ketinimus palikti mokyklą tiek tiesiogiai, tiek per mokinių sąryšingumo poreikio frustraciją. [Iš leidinio]
ENTeacher’s feedback is one of the most important factors in educational domain and is crucial in students’ academic motivation, performance and well-being at school. Students’ dropout from school is a common problem in many educational settings. Students who form dropout intentions can in the future act on these intentions. Self-determination theory is useful in explaining the ways how teacher’s feedback can influence the dropout intentions through satisfaction and thwarting of basic psychological needs for autonomy, competence, and relatedness. The goal of this study is to analyze the mediating role of basic psychological needs satisfaction and frustration in the relationships between positive and negative teacher’s feedback and students dropout intentions. The participants were 682 (aged 14–18; 49.1% females) students of I–III gymnasium grades from 7 schools. The results showed that only negative teacher’s feedback and the frustration of need for relatedness predicted dropout intentions. When teachers provide negative feedback, the students’ need for relatedness is frustrated and they are more likely to form dropout intentions. Even though the positive teacher’s feedback increases the satisfaction of students’ needs for autonomy, competence and relatedness, it does not predict dropout intentions. Finally, the results provided support for the assumed meditational role of one of the basic psychological need thwarting in teachers’ behavior as social factor to negative educational outcomes. [From the publication]
