<p> There is little research that examines differences in
perceptions of need-supportive practices between teachers and students. In the
current study, three research purposes were (1) to examine variabilities of
teacher and student absolute or relative rating gaps in need-supportive
practices, (2) to investigate the relations between absolute or relative rating
gaps of teacher and student perceived need-supportive practices and student
outcomes, and (3) moderating effects on the relations between teacher-student
perceptions gaps of need-supportive practices and student outcomes. Participants
were 581 5<sup>th</sup> and 6<sup>th</sup> students and their 29 teachers in
Seoul, South Korea. Students completed questionnaires about teacher
need-supportive practices, motivation, basic psychological needs (perceived
autonomy, competence, and relatedness), and autonomous motivation. Teachers
also answered questionnaires about their own need-supportive practices and
autonomous motivation. One-way ANOVA and Tukey post-hoc tests were used to
examine the variabilities of teacher and student rating gaps of need-supportive
practices. Also, hierarchical linear modeling was employed to test the hypothesized
models. Student sex and their beginning-of-year achievement were controlled for
throughout the analyses.</p><p> The results showed that absolute
rating gap for structure was significantly smaller than the absolute rating
gaps for both autonomy support and involvement. Also, the relative rating gap for
autonomy support was significantly smaller than the relative rating gap for
both structure and involvement, but the relative rating gap of involvement was
significantly larger than the relative rating gaps for autonomy support and
structure. Regarding relations between rating gaps and student outcomes, a smaller
teacher-student absolute rating gap for involvement was related to greater
student autonomous motivation, and perceived competence and relatedness.
Additionally, students with overestimating teachers tended to report lower
student autonomous motivation, and low need satisfaction than students with
underestimating teachers. Teacher autonomous motivation and teacher experience functioned
as moderators.</p><p> The findings revealed the
importance of reducing perception gaps between teachers and students about need-supportive
practices. In particular, the findings showed the significance of perception gaps
about involvement for student outcomes. In addition, the current study indicates
the importance of examining both absolute and relative rating gaps between teachers
and students.</p><p></p>
| Identifer | oai:union.ndltd.org:purdue.edu/oai:figshare.com:article/16803805 |
| Date | 14 October 2021 |
| Creators | Inok Ahn (11558695) |
| Source Sets | Purdue University |
| Detected Language | English |
| Type | Text, Thesis |
| Rights | CC BY 4.0 |
| Relation | https://figshare.com/articles/thesis/DIFFERENCES_BETWEEN_TEACHERS_AND_STUDENTS_PERCEPTIONS_OF_TEACHERS_NEED-SUPPORTIVE_PRACTICES/16803805 |
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