Implementing relatedness-supportive teaching strategies to promote learning in the college classroom

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Alan Chu, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: 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.

Additional Information

Teaching of Psychology, 50(4)
Language: English
Date: 2021
self-determination theory, motivation, relatedness, psychological needs, higher education, instructor-student relationships

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