Implementing Relatedness-Supportive Teaching Strategies to Promote Learning in the College Classroom

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  • Author(s): Escandell, Sthephany (ORCID Escandell, Sthephany (ORCID 0000-0002-2905-266X); Chu, Tsz Lun (ORCID Chu, Tsz Lun (ORCID 0000-0003-3464-1431)
  • Language:
    English
  • Source:
    Teaching of Psychology. Oct 2023 50(4):441-447.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Descriptive
  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      7
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      College Instruction; Teaching Methods; Psychological Needs; Self Determination; College Faculty; College Students; Teacher Student Relationship; Evidence Based Practice; Feedback (Response); Student Centered Learning; Learner Engagement; Psychology
    • Accession Number:
      10.1177/00986283211046873
    • ISSN:
      0098-6283
      1532-8023
    • Abstract:
      Introduction: Relatedness--a sense of meaningful connectedness and belonging--is one of the basic psychological needs proposed by self-determination theory. Statement of the Problem: The current literature lacks evidence-based strategies that support student relatedness in the college classroom. In education, research has indicated "what" strategies support relatedness, but not "how" to implement this well-established and important concept in the college classroom. Literature Review: Self-determination theory suggests that supporting relatedness between the instructor and students, and among students, can foster intrinsic motivation, internalization of extrinsic motivation, and performance in educational settings. Teaching Implications: We present four evidence-based relatedness-supportive strategies--facilitating learning connections, preventing student self-silencing, providing and receiving feedback, and developing a student-centered classroom--to help promote greater student engagement and success in the classroom. We also share our examples and experiences applying these strategies as an instructor and an undergraduate teaching assistant in a physiological psychology course. Conclusion: Feedback from students and our reflections suggest that the four strategies are effective, which can be adopted and adapted by other instructors to implement in their classrooms.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1390718