Primary school teachers’ content and pedagogical content knowledge about self-regulated learning
Bibliographic record
Abstract
Maarten Vansteenkiste is since 2014 a full professor in the Department of Developmental, Personality, and Social Psychology.He has substantially contributed to the extension, refinement, application and dissemination of the Self Determination Theory (SDT).His work addresses novel topics in the motivational literature, such as the study of motivational profiles, individuals' multiple reasons for lacking motivation, the interface between psychological and physiological needs, and the development of a more fine-grained and holistic understanding of how different (de)motivating practices of socializing agents (e.g., teachers, parents) relate to each other.His work has had a strong scientific impact as it is highly cited (h-index = 77 in web of science and 120 on google scholar), with diverse publications in high impact journals in diverse fields of psychology.In terms of societal impact, his work has had a strong influence on the domains of education, sports, and parenting, with the publication of the handbook 'Vitamins for growth', followed by the publication of a practice-friendly book 'Motivating coaching in the sport'.He played a critical role during the coronacrisis leading a consortium of scholars who tracked diverse aspects of individuals' psychological functioning (motivation, well-being, vaccination) across 2,5 years during the pandemic.Nourishing Learners' and Teachers' Engagement and Growth?The Critical Role of Basic Psychological Needs and Need-supportive SocializationAt the heart of Self-Determination Theory is the claim that all people have basic psychological needs for autonomy, competence, and relatedness, the satisfaction of which is beneficial for learners' psychological growth and the frustration of which increases risk for ill-being and maladjustment.In the present presentation, the key criteria to characterize basic needs are addressed, together with supportive diary, longitudinal, and experimental research in diverse age groups, some of which was collected as part of a large-scale population study across the pandemic (www.motivationbarometer.com).Although basic needs are presumed to play a universal critical role across different developmental phases and challenges, there is room for contextual variation in the support of basic needs by key socialization figures (i.e., teachers, parents).Indeed, there is not a one-size-fits-all approach to support learners' psychological needs.Recent work grounded in a circumplex-based approach on need-supportive and need-thwarting contextual conditions, thereby providing a deeper insight in the dynamic interplay between autonomy support (relative to control) and structure (relative to chaos), shows that different (but not all) roads can lead to Rome.Accordingly, the provision of adequate need support becomes a matter of calibration and of tailoring support to individual differences between students and situational demands.Finally, apart from contextual support of basic needs, individuals can also get their basic needs met through need crafting.This promising line of correlational and intervention research on need crafting testifies to the pro-active and growth-oriented nature of the human organism.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.019 | 0.018 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.006 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".