NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1114814
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1356-2517
Fostering Students' Moderation Competence: The Interplay between Social Relatedness and Perceived Competence
B├╝rgermeister, Anika; Ringeisen, Tobias; Raufelder, Diana
Teaching in Higher Education, v21 n8 p990-1005 2016
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A