View in EDS HTML Full Text PDF Full Text

Towards Understanding Student Perceptions of Supportive Teaching Behaviour

Saved in:
Bibliographic Details
Title: Towards Understanding Student Perceptions of Supportive Teaching Behaviour
Language: English
Authors: Bilge Gencoglu (ORCID 0000-0001-5580-1065), Michelle Helms-Lorenz (ORCID 0000-0001-9314-6962), Ridwan Maulana (ORCID 0000-0002-0652-7888), Ellen P. W. A. Jansen (ORCID 0000-0001-9618-1034)
Source: Learning Environments Research. 2025 28(3):613-633.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Student Attitudes, Teacher Student Relationship, Student Evaluation of Teacher Performance, Teacher Behavior, Student Needs, Psychological Needs, Secondary School Students, Secondary School Teachers, Teacher Effectiveness, Teacher Characteristics, Expectation
DOI: 10.1007/s10984-025-09544-1
ISSN: 1387-1579
1573-1855
Abstract: Creating conducive learning environments that cater to students' basic psychological needs--competence, autonomy, and relatedness--is important for enhancing student engagement and motivation, according to self-determination theory. Consequently, it is crucial to understanding how teaching behaviours, viewed as indicators of psychosocial learning environments, meet students' learning needs. However, this area of research is underexplored in the learning environments research. This study aims to identify specific teaching behaviour domains, as perceived by students, which align with students' basic psychological needs of competence, autonomy, and relatedness. We used an open-ended questionnaire distributed to 277 students from three secondary schools in the north of the Netherlands. The qualitative analysis revealed 11 teaching behaviour domains associated with student needs. We found that student responses aligned with six established effective teaching behaviour domains. Student responses also revealed five additional domains related to teacher characteristics and school learning environments. Based on student perceptions, our study has not only validated six established domains of effective teaching behaviour but also brought to light five new domains, expanding the scope of how teaching behaviours are perceived in learning environments. This study opens an opportunity for teachers to tailor their teaching to meet the needs and expectations of the students and contributes to shed light on improving the quality of learning environments.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495383
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEnQC0KWyjXfn8QfOEZxh3fAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDGF5GxkOCTlS2m0UmQIBEICBmp0G8SJs4BbLSnSdHCzGPVYx3jjKdtdZLDnlT-EgJy6R6y-ROQreZR3Uax3vXT-VbNVyxh4PcivI1bqENFo0FboEuQOnUcwes-m6_K4UCSe5Il-t6tSg1iBA9G95KIuXZ5LDV6ITBApf_NOF1SM0ZtHUh9YmVHAmrahFBqo7-vJ1NPaQO3KNhqiBxtntvja3T-9ln9EXw07e4JU=
Text:
  Availability: 1
  Value: <anid>AN0189290599;oje01dec.25;2025Nov17.04:33;v2.2.500</anid> <title id="AN0189290599-1">Towards understanding student perceptions of supportive teaching behaviour </title> <p>Creating conducive learning environments that cater to students' basic psychological needs—competence, autonomy, and relatedness—is important for enhancing student engagement and motivation, according to self-determination theory. Consequently, it is crucial to understanding how teaching behaviours, viewed as indicators of psychosocial learning environments, meet students' learning needs. However, this area of research is underexplored in the learning environments research. This study aims to identify specific teaching behaviour domains, as perceived by students, which align with students' basic psychological needs of competence, autonomy, and relatedness. We used an open-ended questionnaire distributed to 277 students from three secondary schools in the north of the Netherlands. The qualitative analysis revealed 11 teaching behaviour domains associated with student needs. We found that student responses aligned with six established effective teaching behaviour domains. Student responses also revealed five additional domains related to teacher characteristics and school learning environments. Based on student perceptions, our study has not only validated six established domains of effective teaching behaviour but also brought to light five new domains, expanding the scope of how teaching behaviours are perceived in learning environments. This study opens an opportunity for teachers to tailor their teaching to meet the needs and expectations of the students and contributes to shed light on improving the quality of learning environments.</p> <p>Keywords: Basic psychological needs; Secondary education; Self-determination theory; Student perceptions; Teaching behaviours; Education Curriculum and Pedagogy Specialist Studies In Education Psychology and Cognitive Sciences Psychology</p> <p>The significance of student motivation in the learning process is acknowledged since learning is more effective when students are motivated (Illeris, [<reflink idref="bib37" id="ref1">37</reflink>]; Stipek, [<reflink idref="bib85" id="ref2">85</reflink>]; Stroet et al., [<reflink idref="bib86" id="ref3">86</reflink>]). The exploration of how student motivation can be initiated and sustained, and the role of teachers in influencing their students' motivation and learning achievements has long been a subject of interest among multiple research areas in education. Particularly, self-determination theory (SDT) emphasizes the fulfilment of basic psychological needs—competence, autonomy, and relatedness—as key to student motivation and engagement. This theory is in line with learning environments research emphasizing the importance of teaching as an indicator of psychosocial learning environments for student learning (Fraser, [<reflink idref="bib27" id="ref4">27</reflink>]). By addressing the three needs, teachers can create a learning environment that fosters academic success, personal growth, and well-being (Ahn et al., [<reflink idref="bib3" id="ref5">3</reflink>]; Brandisauskiene et al., [<reflink idref="bib13" id="ref6">13</reflink>]; Chatzisarantis et al., [<reflink idref="bib16" id="ref7">16</reflink>]; Conesa et al., [<reflink idref="bib17" id="ref8">17</reflink>]). In the educational field, three need-supportive teaching behaviours are mentioned that can satisfy these needs, namely structure, autonomy support, and teacher involvement (Reeve, [<reflink idref="bib72" id="ref9">72</reflink>]; Ryan & Deci, [<reflink idref="bib78" id="ref10">78</reflink>]). Studies illustrated the positive relationship between student perceptions of teachers' structure support, autonomy support, and teacher involvement and their intrinsic motivation and engagement in secondary education (Hagger et al., [<reflink idref="bib34" id="ref11">34</reflink>]; Lietaert et al., [<reflink idref="bib53" id="ref12">53</reflink>]; Opdenakker, [<reflink idref="bib68" id="ref13">68</reflink>]).</p> <p>The exploration of teaching behaviours and their alignment with student needs is crucial for fostering conducive learning environments and improving learning outcomes. While previous research has contributed to this field by consulting research experts to identify and classify teaching behaviours that address students' basic psychological needs (Ahmadi et al., [<reflink idref="bib2" id="ref14">2</reflink>]), the consultation of students in this regard remains underexplored. By examining teaching behaviours through the lens of student experiences, the present study aims to illustrate teaching behaviours that are responsive and relevant to the evolving needs of students to foster more engaging and effective learning environments.</p> <p>It is imperative to acknowledge that as educational needs evolve and societal attitudes shift, student expectations and perceptions of what constitutes good teaching and supportive learning environment also change (Könings et al., [<reflink idref="bib46" id="ref15">46</reflink>]). This ongoing evolution necessitates continuous research to grasp the dynamic nature of student perceptions of teaching. In line with the findings of Stroet et al. ([<reflink idref="bib87" id="ref16">87</reflink>]), who conducted a narrative analysis of videotaped teacher–student interactions in secondary education schools to deepen our understanding of teaching behaviours that meet the evolving needs of students in contrasting educational contexts, the present study seeks to contribute to the understanding of effective teaching behaviours that resonate with the current and changing needs of students in the Netherlands. The present study, conducted during the COVID-19 pandemic, acknowledges this evolving landscape. By examining this relationship through the lens of students' experiences and perceptions, we seek to contribute significantly to the understanding of effective teaching behaviours that are effective and align with the contemporary needs of students.</p> <hd id="AN0189290599-2">Theoretical framework</hd> <p></p> <hd id="AN0189290599-3">Teaching behaviour</hd> <p>There are diverse conceptualizations of teaching behaviours and understandings of what characterizes effective and good teaching. These conceptualizations vary in range, focal instructional practices, and represented domains (Bijlsma, [<reflink idref="bib11" id="ref17">11</reflink>]; Opdenakker, [<reflink idref="bib67" id="ref18">67</reflink>], [<reflink idref="bib69" id="ref19">69</reflink>]; Senden et al., [<reflink idref="bib81" id="ref20">81</reflink>]). This has led to the development and refinement of various instruments designed to measure various domains of teacher behaviours, alongside the establishment of numerous theoretical frameworks.</p> <p>The literature on learning environments encompasses a broad range of research focussing on understanding the physical, psychological, and social contexts in which learning occurs. This body of research investigates how various aspects of these environments influence learning outcomes, engagement, motivation, and overall well-being (Fraser, [<reflink idref="bib28" id="ref21">28</reflink>]). Teaching behaviours, which are viewed as indicators of psychosocial learning environments, are pivotal in predicting student engagement and motivation (Fraser, [<reflink idref="bib28" id="ref22">28</reflink>]; Maulana & Helms-Lorenz, [<reflink idref="bib58" id="ref23">58</reflink>]). Also, frameworks that emphasize the emotional and relational dimensions of learning environments (Brekelmans et al., [<reflink idref="bib14" id="ref24">14</reflink>]; Wubbels & Brekelmans, [<reflink idref="bib97" id="ref25">97</reflink>]) provide valuable insights into teacher–student relationships, students' sense of belonging, and emotional well-being.</p> <p>Fraser ([<reflink idref="bib27" id="ref26">27</reflink>]) emphasizes the practical application of learning environments research in enhancing teaching practices. Teachers can utilize feedback derived from assessments of students' actual and preferred learning environments to inform and refine their teaching behaviours (Bell & Aldridge, [<reflink idref="bib9" id="ref27">9</reflink>]; Röhl, [<reflink idref="bib75" id="ref28">75</reflink>]). This process involves guiding teachers to make targeted and effective improvements in their teaching. Such assessments provide valuable insights into the dynamics of the classroom, enabling teachers to adjust their teaching to better meet the needs and preferences of their students, ultimately fostering a more conducive and supportive learning environment.</p> <p>Furthermore, a number of theories on teaching effectiveness, such as the comprehensive model of educational effectiveness of Creemers ([<reflink idref="bib18" id="ref29">18</reflink>]); the dynamic model of educational effectiveness of Creemers and Kyriakides ([<reflink idref="bib19" id="ref30">19</reflink>]); the three dimensions model of instructional quality of Klieme et al. ([<reflink idref="bib45" id="ref31">45</reflink>], [<reflink idref="bib44" id="ref32">44</reflink>]); and the teaching through interactions framework (Hafen et al., [<reflink idref="bib33" id="ref33">33</reflink>]; Hamre et al., [<reflink idref="bib35" id="ref34">35</reflink>]) have been developed. Some of these theories focus mainly on student learning outcomes whereas others focus on well-being and development, or non-cognitive outcomes such as motivation, or a combination of these.</p> <p>By synthesizing research on learning environments and teaching effectiveness, the framework of International Comparative Analysis of Learning and Teaching (ICALT; van de Grift, [<reflink idref="bib91" id="ref35">91</reflink>], [<reflink idref="bib92" id="ref36">92</reflink>]) identifies six observable effective teaching behaviour domains: <emph>clarity of instruction, classroom management, learning strategies, activating teaching, learning climate,</emph> and <emph>differentiation</emph>. When students perceive higher teaching quality, more positive student outcomes are reported, such as having higher academic motivation and engagement (Inda-Caro et al., [<reflink idref="bib38" id="ref37">38</reflink>]; Maulana et al., [<reflink idref="bib57" id="ref38">57</reflink>]). The conceptualizations of these six teaching behaviour domains largely coincide with those of domains described in other widely used teaching behaviour domains such as the observable teaching behaviours (Danielson, [<reflink idref="bib20" id="ref39">20</reflink>]) and conceptual framework for classroom interactions (Pianta & Hamre, [<reflink idref="bib70" id="ref40">70</reflink>]).</p> <hd id="AN0189290599-4">Basic psychological needs of learners</hd> <p>Self-determination theory (SDT; Deci & Ryan, [<reflink idref="bib21" id="ref41">21</reflink>]; Ryan & Deci, [<reflink idref="bib77" id="ref42">77</reflink>]) is a macro-theory of human motivation, emotion, and personality that has inspired and provided a basis for various research trends (Vansteenkiste et al., [<reflink idref="bib93" id="ref43">93</reflink>]). Basic needs theory (Ryan & Deci, [<reflink idref="bib79" id="ref44">79</reflink>]) specifies three innate psychological ingredients necessary for psychological and physical health, as well as social wellness (Vansteenkiste et al., [<reflink idref="bib93" id="ref45">93</reflink>]): Competence, autonomy, and relatedness are essential for students' growth, integrity, engagement, and school functioning (Jang et al., [<reflink idref="bib40" id="ref46">40</reflink>]; Niemiec & Ryan, [<reflink idref="bib65" id="ref47">65</reflink>]; Ryan & Deci, [<reflink idref="bib78" id="ref48">78</reflink>], [<reflink idref="bib79" id="ref49">79</reflink>]).</p> <p>Specifically, the competence need reflects the desire to have a sense of fulfilment, mastery, and effectiveness, and to take on a challenge (Jang et al., [<reflink idref="bib40" id="ref50">40</reflink>]). When satisfied, students feel confident and capable of executing learning tasks and extending their skills. The autonomy need denotes a desire to experience the freedom of choice and a high degree of volition in which the self fully endorses action (Reeve et al., [<reflink idref="bib74" id="ref51">74</reflink>]). When this need is satisfied, students feel that they can be themselves and that they are the owners of their thoughts, actions, and feelings. The relatedness need signifies the desire to belong, the experience of warmth, the feeling of bonding, mutual care, and secure attachment (Baumeister & Leary, [<reflink idref="bib8" id="ref52">8</reflink>]; Jang et al., [<reflink idref="bib40" id="ref53">40</reflink>]). When this need is satisfied, students feel strongly connected to and understood by significant others.</p> <hd id="AN0189290599-5">Need-supportive teaching</hd> <p>The SDT acknowledges the interplay between individuals and the social context, positing that the social environment can support or undermine basic psychological needs (BPNs). In the classroom environment, three types of instructional practices (i.e. structure, autonomy support, and involvement) contribute to satisfying students' BPNs, which then promote student motivation (Lietaert et al., [<reflink idref="bib53" id="ref54">53</reflink>]; Reeve, [<reflink idref="bib72" id="ref55">72</reflink>]; Ryan & Deci, [<reflink idref="bib78" id="ref56">78</reflink>]). A teacher who provides structure creates an orderly and predictable learning environment, such as by stating clear goals and providing informative and consistent feedback (Stroet et al., [<reflink idref="bib88" id="ref57">88</reflink>]), which can help students focus on learning and develop competence (Ahn et al., [<reflink idref="bib4" id="ref58">4</reflink>]). Autonomy-supportive practices include offering choices, listening to students, and encouraging initiative, which helps students feel self-directed and autonomous (Assor et al., [<reflink idref="bib5" id="ref59">5</reflink>]; Reeve & Jang, [<reflink idref="bib73" id="ref60">73</reflink>]). Some studies distinguish autonomy support into organizational, cognitive, and procedural dimensions (Stefanou et al., [<reflink idref="bib84" id="ref61">84</reflink>]; Tilga et al., [<reflink idref="bib89" id="ref62">89</reflink>], [<reflink idref="bib90" id="ref63">90</reflink>]; Zimmermann et al., [<reflink idref="bib98" id="ref64">98</reflink>]). Teachers' involvement, which includes warm and respectful interactions, being attentive and fair to students, and making an effort to help students, relates positively to students' motivation, feelings of belonging, attention, and achievement (King, [<reflink idref="bib43" id="ref65">43</reflink>]; Skinner & Belmont, [<reflink idref="bib83" id="ref66">83</reflink>]).</p> <hd id="AN0189290599-6">Aims and research questions</hd> <p>Investigating student perceptions of teaching behaviours is important in several aspects. From a practical viewpoint, we believe that student perceptions, as a feedback form to the teacher, hold the potential to guide teachers in aligning their instructional practices with student needs and expectations, and ultimately enhance the quality of the teaching and learning environments. Also, investigating teaching behaviours from the perspective of students could add insights into the conceptualization of teaching behaviours and feed the existing instruments to measure teaching behaviour and need-supportive teaching.</p> <p>We seek to gather direct feedback from students about their experiences in the classroom. In this case, qualitatively examined in-depth student perceptions is needed. This study focuses on students' individual perspectives, rather than aggregated ratings across classrooms. This approach was chosen because it is the unique insights of each student that are important, and these can vary significantly even within the same class (Lam et al., [<reflink idref="bib50" id="ref67">50</reflink>]; Schenke et al., [<reflink idref="bib80" id="ref68">80</reflink>]). The purpose of the current study is to identify which teaching behaviours students consider when reflecting on their BPNs in secondary education. To guide our investigation, we formulate the following research questions:</p> <p></p> <ulist> <item> Which teaching behaviours do secondary education students associate with their teachers' competence support, and which of these behaviours are most frequently mentioned in relation to it?</item> <p></p> <item> Which teaching behaviours do secondary education students associate with their teachers' autonomy support, and which of these behaviours are most frequently mentioned in relation to it?</item> <p></p> <item> Which teaching behaviours do secondary education students associate with their teachers' relatedness support, and which of these behaviours are most frequently mentioned in relation to it?</item> </ulist> <hd id="AN0189290599-7">Method</hd> <p></p> <hd id="AN0189290599-8">Participants</hd> <p>We recruited students from the first to the sixth grades of secondary school in the north of the Netherlands. Our sample consisted of 277 students from three schools[<reflink idref="bib1" id="ref69">1</reflink>] during the COVID-19 pandemic. A common denominator for these schools is their bilingual context. One school is located in the province of Friesland, which has two official languages (Dutch and Frisian). The other two schools, located in Groningen and Drenthe, have bilingual tracks (Dutch and English). In bilingual classes, teaching behaviour adaptations are inevitable to meet the learning needs of the student population. The survey was conducted in Dutch, the common language of all students.</p> <p>The ages of the students ranged from 11 to 18 years, with an average of 14.5 years. More than half the students (<emph>N</emph> = 166, 60%) were female, and 108 students (39%) were male. Students were distributed in secondary education as follows: 50 (18.1%) in grade 1, 56 (20.2%) in grade 2, 43 (15.5%) in grade 3, 35 (12.6%) in grade 4, 69 (24.9%) in grade 5, and 24 (8.7%) in grade 6.</p> <p>In the Netherlands, the transition from primary to secondary education (usually at the age of 12) involves students' allocation to specific school tracks according to achievement. Higher general secondary education (HAVO) and pre-university education (VWO) constitute the two highest tracks in Dutch secondary education and have a duration of five and six years, respectively. Both provide access to tertiary education. The lower level of secondary education is pre-vocational secondary education (VMBO), which has a duration of four years. Secondary vocational education generally follows after students finish their VMBO at the age of 16 years, and it prepares students for various occupations depending on the training. The tracking system based on academic ability leads to students receiving adopted curricula subjected to different pedagogical approaches and learning goals (Legette, [<reflink idref="bib52" id="ref70">52</reflink>]). Participants' distribution by education track was as follows: 48 (17.3%) pre-vocational secondary education (VMBO); 113 (40.8%) higher general secondary education (HAVO); and 116 (41.9%) academically oriented pre-university education (VWO).</p> <hd id="AN0189290599-9">Instruments</hd> <p>Following the ethics approval from the Ethics Committee of the University of Groningen and after obtaining consent from both parents and students, students participating in the study were invited to fill in an online survey. Demographic information, including age, gender, track of education, and year of education, and open-ended answers were collected from the students.</p> <p>Open-ended questions were chosen to elicit detailed, student insights without prompting. Studies have acknowledged that when secondary education students' views are asked using open-ended questions, students are capable of expressing their opinions and describing teaching behaviours that can help them attain their learning outcomes (García-Moya et al., [<reflink idref="bib29" id="ref71">29</reflink>]; Gencoglu et al., [<reflink idref="bib31" id="ref72">31</reflink>]; Ida, [<reflink idref="bib36" id="ref73">36</reflink>]; Kutnick & Jules, [<reflink idref="bib49" id="ref74">49</reflink>]; Mandouit, [<reflink idref="bib56" id="ref75">56</reflink>]). These responses allow students to describe in their own words the specific actions and attitudes of teachers that they perceive as supportive or detrimental, thereby offering a more comprehensive understanding of the teaching practices that align with their sense of competence, autonomy, and relatedness in the learning environment.</p> <p>By conducting an extensive literature review and investigation of student perception questionnaires, we formulated six open-ended questions adapted from items from the Learning Climate Questionnaire (Williams & Deci, [<reflink idref="bib95" id="ref76">95</reflink>]) and the TASC Questionnaire (Belmont et al., [<reflink idref="bib10" id="ref77">10</reflink>]), both of which have been frequently used to test SDT based on students' reports of interactions with teachers.</p> <p>The first two open-ended questions captured teaching behaviours that support the need for competence: "What a teacher must do to help me learn ..." and "Teacher characteristics I like with regards to my learning...." Next, students completed the following statement to indicate their perceptions of teacher behaviours that support the need for autonomy: "What teachers do to help me become an independent learner...." Finally, the last three open-ended questions aimed to capture students' perceptions of teacher behaviours that support the need for relatedness: "What teachers do to make me like to go to school...", "What teachers do to make me like them...", and "What teachers do to help me feel accepted as I am in the class...."</p> <p>We limited the number of responses after we tested the comprehension of the open-ended questionnaire (face validity) by conducting a pilot study with six secondary education students. We also added short explanations to make the questions explicit and comprehensible based on results from the pilot study.</p> <hd id="AN0189290599-10">Analysis</hd> <p>We analysed students' responses to the open-ended questions in two ways: (<reflink idref="bib1" id="ref78">1</reflink>) by coding the qualitative data for detailed content analysis and (<reflink idref="bib2" id="ref79">2</reflink>) by quantifying the data (i.e. converting qualitative data into quantitative form) for percentage calculations. Throughout the entire analysis, we took measures to enhance the reliability of our results. Two coders were involved in coding the qualitative data. First, Coder 1 cleaned and translated the data from Dutch into English. After several language correction rounds, several steps were taken for the coding of the qualitative data, using a combined inductive and deductive approach. The deductive codes followed our research aim, and inductive codes were developed throughout the analyses to ensure a rich description of the data. In the initial step, both coders started to code the data to get familiarized with the data and generate the most detailed and precise codes possible, even if it resulted in multiple codes with similar meanings. At the end of the initial step, the codes were discussed by both coders. In the case of incongruent coding, the coders discussed the codes and revised discrepancies until reaching mutual consent. This process was followed three times in a row until the 30% of the data was coded. At every turn, the codes were subjected to revision by changing and discussing the emerging codes as the successive responses brought in new ideas. Coder 2 continued to code the rest of the data and discussed the codes with an external researcher. Then, Coder 2 merged codes with similar meanings to aggregate the responses with similar meanings; for example, we merged the codes <emph>Show respect</emph> and <emph>Treating everyone with respect</emph> and titled the new code <emph>Respect.</emph> Finally, Coder 2 grouped codes into larger code groups,[<reflink idref="bib2" id="ref80">2</reflink>] and discussed the code groups with an external researcher. For this effort, we considered the six existing effective teaching behaviour domains in the ICALT framework (van de Grift, [<reflink idref="bib91" id="ref81">91</reflink>]). This framework is selected for its emphasis on a comprehensive and observable set of teaching behaviours, crucial in the teaching effectiveness and learning environments.</p> <p>The data were not coded separately per question but as a whole because the same code was relevant to more than one question. Nevertheless, we reported the code groups per BPN in the subheadings of the results section in order to align the findings with the research questions. Also, to facilitate our interpretation, we quantified the qualitative data by calculating the frequency scores of code groups for each BPN and reported the percentages in the results section. We used ATLAS.ti (version 9) for the analysis.</p> <hd id="AN0189290599-11">Results</hd> <p>Student responses were aggregated into 11 code groups. 6 of them were part of the ICALT framework. These teaching behaviour domains encompassed <emph>clarity of instruction</emph> to provide clear explanations with comprehensive examples; <emph>classroom management</emph> to shape the routines and rules for a structured learning environment; <emph>learning strategies</emph> to stimulate meta-cognitive learning processes<emph>; activating teaching</emph> to motivate students; <emph>safe and stimulating learning environment</emph> to maintain a classroom environment characterized by care and respect; and <emph>differentiated instruction</emph> to accommodate diverse student needs. Additionally, of the 11 code groups, 5 were not captured in this framework. These were labelled <emph>likeable characteristics</emph> such as calmness, patience, humour, and friendliness; well-designed <emph>homework</emph> assignments that align with lesson material; <emph>assessment</emph> that ensures comprehension for all students; promotion of <emph>inclusiveness and equality</emph> in the classroom; and <emph>school learning environment</emph> that enhances students' overall school experience. Table 1 presents the code groups with example quotations.</p> <p>Table 1 Example quotations from student responses per code group</p> <p> <ephtml> <table rules="groups"><thead><tr><th align="left"><p>Code group</p></th><th align="left"><p>Example quotation</p></th></tr></thead><tbody><tr><td align="left"><p>Clarity of instruction</p></td><td align="left"><p>"Good, comprehensive explanations in class" (Boy, 3rd grade, 15 years, VWO)</p></td></tr><tr><td align="left"><p>Classroom management</p></td><td align="left"><p>"The teacher who can control the class" (Girl, 2nd grade, 13 years, VMBO)</p></td></tr><tr><td align="left"><p>Learning strategies</p></td><td align="left"><p>"Letting the students think along" (Boy, 2nd grade, 14 years, VMBO)</p></td></tr><tr><td align="left"><p>Activating teaching</p></td><td align="left"><p>"Being enthusiastic about his subject and encouraging students" (Girl, 6th grade, 18 years, VWO)</p></td></tr><tr><td align="left"><p>Safe and stimulating learning climate</p></td><td align="left"><p>"The teacher must engage in conversation with us in addition to the theory of the subject. This creates a closer bond than when teachers do not do this" (Girl, 5th grade, 16 years, VWO)</p></td></tr><tr><td align="left"><p>Differentiated instruction</p></td><td align="left"><p>"Teachers who see that there are different levels in the classroom" (Girl, 5th grade, 17 years, HAVO)</p></td></tr><tr><td align="left"><p>Likeable characteristics</p></td><td align="left"><p>"Calm, humour, friendly, charismatic" (Girl, 3rd grade, 13 years, VWO)</p></td></tr><tr><td align="left"><p>Homework</p></td><td align="left"><p>"Give homework that fits well with the lesson material, so that by doing the homework you also learn the material. Be clear what has to be done and when" (Girl, 6th grade, 17 years, VWO)</p></td></tr><tr><td align="left"><p>Assessment</p></td><td align="left"><p>"Walk through the class and ask many/each student whether he/she understands everything (lesson material)" (Girl, 5th grade, 17 years, HAVO)</p></td></tr><tr><td align="left"><p>Inclusiveness and equality</p></td><td align="left"><p>"Everyone treated equally" (Boy, 1st grade, 12 years, HAVO)</p></td></tr><tr><td align="left"><p>School learning environment</p></td><td align="left"><p>"Lots of extracurricular activities, because that promotes the enjoyment of going to school" (Boy, 5th grade, 17 years, VWO)</p></td></tr></tbody></table> </ephtml> </p> <p>The first 6 code groups correspond to the effective teaching behaviour framework of ICALT. The latter 5 code groups were novel</p> <p>To provide a more in-depth understanding of student responses in relation to their BPNs, Table 3 (in appendix) presents examples of student responses concerning perceived teaching behaviours that contribute to the fulfilment of needs. For competence need support, students valued clear and engaging lessons, creative teaching methods, adaptability to different learning levels, repetition for understanding, and a positive, enthusiastic, and humorous teaching approach. For autonomy need support, students appreciated a teaching approach that fosters independence, self-initiative, and the freedom to engage with the material at their own pace, while offering support when needed and gradually reducing assistance. For relatedness need support, students valued teachers who create an inclusive and equal classroom environment, treat them with respect, show genuine interest in their well-being, encourage collaboration and problem-solving among students, and establish a positive teacher–student relationship based on trust, openness, and respect. Comprehensive explanations for each BPN are outlined in the following subsections.</p> <hd id="AN0189290599-12">Competence support</hd> <p>In order to help student learning through competence support, the most prominent code groups in terms of percentages were <emph>clarity of instruction, likeable characteristics, activating teaching, safe and stimulating learning environment,</emph> and <emph>differentiated instruction</emph> (Table 2). Students reported that they value teachers who can explain well, provide clear objectives and guidance, provide good examples, create time for questions, and offer additional support when needed. They also reported helpful feedback and comprehensive explanations including notes, videos, and alternative materials that make the subject interesting and learning easy, fun, and enjoyable. A 17-year-old girl from the 6th grade of VWO track described a teacher, for the need for competence, who "establishes learning objectives at the beginning of the chapter, explains in variety of ways, gives time to complete assignments in class, and takes time to answer questions". It was also important for teachers to be patient, funny, humorous, and kind, show understanding and respect, and create a positive and engaging learning environment. Another student emphasized these aspects as such:A teacher, who has a calm attitude, is enthusiastic about the subject and therefore really wants to teach us something, does not have such strict planning that we can't do anything besides, has a goal that we understand, and has sometimes informal talking besides the lesson material. (Girl, 5th grade, 16 years, HAVO)</p> <p>Table 2 Percentages of code groups for competence, autonomy, and relatedness support</p> <p> <ephtml> <table rules="groups"><thead><tr><th align="left"><p>Code Group</p></th><th align="left"><p>Competence</p></th><th align="left"><p>Autonomy</p></th><th align="left"><p>Relatedness</p></th></tr></thead><tbody><tr><td align="left"><p>Clarity of instruction</p></td><td align="left"><p>26</p></td><td align="left"><p>19</p></td><td align="left"><p>5</p></td></tr><tr><td align="left"><p>Classroom management</p></td><td align="left"><p>5</p></td><td align="left"><p>9</p></td><td align="left"><p>3</p></td></tr><tr><td align="left"><p>Learning strategies</p></td><td align="left"><p>4</p></td><td align="left"><p>22</p></td><td align="left"><p>1</p></td></tr><tr><td align="left"><p>Activating teaching</p></td><td align="left"><p>13</p></td><td align="left"><p>9</p></td><td align="left"><p>15</p></td></tr><tr><td align="left"><p>Safe and stimulating learning climate</p></td><td align="left"><p>11</p></td><td align="left"><p>4</p></td><td align="left"><p>20</p></td></tr><tr><td align="left"><p>Differentiated instruction</p></td><td align="left"><p>10</p></td><td align="left"><p>15</p></td><td align="left"><p>6</p></td></tr><tr><td align="left"><p>Likeable characteristics</p></td><td align="left"><p>22</p></td><td align="left"><p>3</p></td><td align="left"><p>24</p></td></tr><tr><td align="left"><p>Homework</p></td><td align="left"><p>4</p></td><td align="left"><p>12</p></td><td align="left"><p>3</p></td></tr><tr><td align="left"><p>Assessment</p></td><td align="left"><p>4</p></td><td align="left"><p>5</p></td><td align="left"><p>1</p></td></tr><tr><td align="left"><p>Inclusiveness and equality</p></td><td align="left"><p>2</p></td><td align="left"><p>1</p></td><td align="left"><p>16</p></td></tr><tr><td align="left"><p>School learning environment</p></td><td align="left"><p>0</p></td><td align="left"><p>0</p></td><td align="left"><p>6</p></td></tr></tbody></table> </ephtml> </p> <p>Overall, students valued teachers that they consider to be experts, approachable, and who exhibit enthusiasm and enjoyment. Another student drew a picture of a teacher who can support her need for competence as follows:Giving me explanations when I don't understand something. Not making me work unnecessarily long on a subject that I already understand. Giving me the space to work and learn in my own way. Explaining the subject matter in an interesting way so that we also know why we are learning it. Sometimes telling a story in the lesson to keep both the lesson and the subject interesting. Showing understanding when students are busy and therefore did not finish homework. Have a sense of humour and have a normal chat with students. Being friendly and helpful and not being offended when a student still doesn't understand the subject even though the teacher has explained it ten times. Coming up with creative ideas to make learning easier or more fun. Treating students as equals. (Girl, 5th grade, 17 years, VWO)</p> <hd id="AN0189290599-13">Autonomy support</hd> <p>For autonomy support, the <emph>learning strategies, clarity of instruction</emph>, and <emph>differentiated instruction</emph> were frequently mentioned by the students (Table 2). Students expressed a desire for independence and autonomy in their learning. They appreciated clear explanations at the beginning of lessons and additional resources such as online platforms or videos for extra explanation and assistance. They valued having time in class to work independently at their own pace and wanted teachers to give guidance and support when needed. A student described a teacher for her autonomy support as follows:As a mentor, not spending the whole time explaining things, but giving some time and opportunity to work on the assignments independently, and approaching the teacher if we have questions. Letting the student think in solutions; students must show initiative. Thinking along but not doing everything; the student must also have a say. (Girl, 5th grade, 16 years, HAVO)</p> <p>Some also emphasized teachers giving students choices, allowing students to make mistakes and learn from their mistakes, and providing adequate time and resources for studying and completing assignments. They reported appreciation for freedom and responsibility in their learning. A 12-year-old girl from the 1st grade of VWO track emphasized that teachers should "let students figure things out themselves, let students do some tasks on their own, and let students learn in a fun way, e.g. projects to see whether students understand and learn". Similarly, an 18-year-old girl from the 5th grade of HAVO track emphasized that teachers should "let students know that they can contribute to ideas, figure out the material themselves, explain things to their classmates, and exchange ideas". Overall, the students wanted teachers to provide structure, clear expectations, and opportunities for self-directed learning. They cherished the autonomy and responsibility that come along with learning.</p> <hd id="AN0189290599-14">Relatedness support</hd> <p>To encourage relatedness, students emphasized teachers' <emph>likeable characteristics, providing a safe and stimulating learning climate, inclusiveness and equality,</emph> and <emph>activating teaching</emph> (Table 2). Students reported preferring teachers who are funny, humorous, patient, kind, cheerful, and confident, and listen, understand, and treat everyone equally. To involve everyone in the classroom, students preferred teachers to intervene when someone is excluded or bullied, create opportunities for everyone to participate, pay attention to all students and give them equal opportunities, create diverse and inclusive groups for collaborative assignments, treat all students with respect and fairness, and listen actively and understand students' perspectives. Teachers should take responsibility to ensure that all students feel included, valued, and supported in the classroom. A 15-year-old girl from the 4th grade of VMBO track mentioned that teachers should "do fun and spontaneous things in class, show understanding, and involve everyone". Similarly, a 17-year-old boy from the 5th grade of VWO track mentioned that teachers should "show understanding for the student, be able to explain well, have a good sense of humour, involve students who are less 'popular' and more articulate in the lesson by asking questions, organize class discussions and get everyone involved". Teachers should be sociable, friendly, and approachable, make efforts to connect with students both inside and outside of the classroom, and maintain a respectful and trusting relationship. A student described a teacher for her relatedness need as follows:The teacher for me should be a kind of friend, not someone who is high above me. Should be able to confer with a teacher. I should not be a number to the teacher, instead, I always value a strong bond with a teacher. I like having small talk with the teacher from time to time. A teacher should be kind, show enthusiasm about his subject to motivate students and involve quiet students. (Girl, 6th grade, 18 years, VWO)</p> <p>Students also preferred more opportunities for practical assignments, fun activities, interactive and digital tools, and innovativeness in the teaching approach. They enjoyed activities that were related to the lesson, such as going on field trips or watching movies in the target language. Motivation and positivity were valued, while negativity and aggression were discouraged. Overall, students reported to appreciate teachers who create a supportive and enjoyable learning environment. Another student depicted a teacher as follows:I think it's important to have a good relationship with teachers, then you also have fun going to that class. It's nice if the teacher sometimes goes with you on camps and extracurricular activities so you get to know each other better. Your mentor is a bit like a parent but at school. Then a good bond is kind of important. If the teacher sometimes tells personal things, the relationship will be better. The teacher should also want to get to know you and be interested in you. The teacher must be open, get different children to work together, intervene if some are excluded, and have a conversation with you separately. (Girl, 5th grade, 16 years, HAVO)</p> <hd id="AN0189290599-15">Discussion</hd> <p>We aimed to better understand students' insights about teaching behaviour domains regarding their BPNs. We found that student responses aligned with six known effective teaching behaviour domains (van de Grift, [<reflink idref="bib91" id="ref82">91</reflink>]). Student responses also introduced five additional domains related to teacher characteristics and school learning environments. The emergence of these additional domains indicates that students consider not only within-classroom practices but also school-wide learning climate. Because the school's social context encompasses features that provide students with opportunities for interaction with their teachers, it is not independent of teaching behaviours or teacher–student interactions (Wang & Hofkens, [<reflink idref="bib94" id="ref83">94</reflink>]).</p> <p>One of the five novel domains students reported was <emph>likeable characteristics</emph> of teachers. Relatedly, other studies show that more likeable teachers receive higher ratings of teaching quality from students (Bijlsma et al., [<reflink idref="bib12" id="ref84">12</reflink>]). Studies that examined the perceptions of secondary education teachers and students found that the display of friendliness, open-mindedness, empathy, supportiveness, trustworthiness, respect, and humour was considered to be outstanding attributes of an effective teacher (Koutrouba, [<reflink idref="bib47" id="ref85">47</reflink>], [<reflink idref="bib48" id="ref86">48</reflink>]). Children learn better when they feel safe, are not worried, and have trustworthy relationships with their teachers (Ellis et al., [<reflink idref="bib24" id="ref87">24</reflink>]; Willis, [<reflink idref="bib96" id="ref88">96</reflink>]). Interpreting this finding through Maslow's ([<reflink idref="bib61" id="ref89">61</reflink>], [<reflink idref="bib60" id="ref90">60</reflink>]) hierarchy of needs, we posit that likeable teacher characteristics promote students' psychological feelings of safety with their teacher, so they can concentrate better and be more inclined to listen and engage with these teachers. This interpretation might explain our finding that students emphasized likeable teacher characteristics in relation to both competence and relatedness needs. These findings show that teaching behaviour and teacher characteristics are inherently intertwined, as the teaching practices frequently mirror their personal traits.</p> <p>Also, the <emph>school learning environment</emph> emerges as a novel domain, intimately linked with relatedness support. This environment extends beyond the physical classroom and includes the school's culture, policies, extracurricular activities, and the interactions among students and teachers (Eccles & Roeser, [<reflink idref="bib23" id="ref91">23</reflink>]). Outside of coursework, academic and non-academic extracurricular activities provide additional opportunities for structured social interactions with peers and teachers (Farb & Matjasko, [<reflink idref="bib25" id="ref92">25</reflink>]; Mahoney et al., [<reflink idref="bib55" id="ref93">55</reflink>]). Lunchrooms and hallways represent unstructured micro-environments where students engage in relatively spontaneous and unsupervised interactions (Cash et al., [<reflink idref="bib15" id="ref94">15</reflink>]). Actively participating in these social interactions outside the classroom can yield valuable social resources, connections, and student–teacher relationships that contribute to academic success (Mahoney et al., [<reflink idref="bib55" id="ref95">55</reflink>]; Wang & Hofkens, [<reflink idref="bib94" id="ref96">94</reflink>]).</p> <p>Another novel domain that emerged from the students' responses was <emph>inclusiveness and equality</emph>. Inclusive education is based on the idea of embracing all forms of student diversity and advocates for adapting teaching behaviours to meet the needs of each individual student (Medina-García et al., [<reflink idref="bib63" id="ref97">63</reflink>]). From a similar perspective, in the present study, students mentioned that they value teachers who provide equal access to learning activities, supply opportunities to all students, and value their opinions. This emphasis on inclusiveness and equality was notably most frequent in relation to the support of relatedness. This finding aligns with previous research that points out the importance of building a community within the classroom in order to make education inclusive (Nilholm & Alm, [<reflink idref="bib66" id="ref98">66</reflink>]; Putney, [<reflink idref="bib71" id="ref99">71</reflink>]). It is, therefore, important to investigate in-depth knowledge of students' experiences with inclusive and fair classrooms, and teaching behaviours that are necessary to create inclusive learning environments.</p> <p>These additional domains could be useful both practically and theoretically. Practically, the additional domains reflect students' contemporary perceptions which can pave the way for the improvement in teaching quality (Lang & Kersting, [<reflink idref="bib51" id="ref100">51</reflink>]). We believe that when teachers actively engage with student feedback, it may empower teachers to address the diverse needs of their students and align their behaviours towards these needs, and foster an environment where learning is engaging and effective (Rollett et al., [<reflink idref="bib76" id="ref101">76</reflink>]). In essence, incorporating the student voice into teaching practices is a pragmatic strategy for teachers to enhance their teaching behaviours and, in turn, facilitate more impactful learning environments (Göbel et al., [<reflink idref="bib32" id="ref102">32</reflink>]). A limited number of studies have delved into the utilization of student feedback in secondary education. These investigations have aimed to understand how feedback provided by students can be effectively incorporated into teachers' teaching behaviours. A project conducted in New Zealand secondary schools demonstrated that students possess the ability to articulate their perspectives on their own learning experiences and teachers made successful adjustments in their teaching in response to student feedback (Kane & Maw, [<reflink idref="bib42" id="ref103">42</reflink>]). This research project also highlighted that students have something to say about learning and offer meaningful insights capable of driving positive changes in the learning environment (Kane & Maw, [<reflink idref="bib42" id="ref104">42</reflink>]). A recent meta-analysis study found that the effect of student feedback interventions on student perceived teaching behaviours in schools was small yet significant and lies in a similar range to meta-analyses from student feedback use in higher education (Röhl, [<reflink idref="bib75" id="ref105">75</reflink>]). Another study investigating the use of student feedback in secondary education in Australia concluded that student feedback informed teachers on the effectiveness of their behaviours (Mandouit, [<reflink idref="bib56" id="ref106">56</reflink>]). In sum, in order to support teacher development, students need to be given opportunities to communicate their expectations based on their needs. These unique perspectives from the eyes of the student could help teachers develop a deeper understanding of their learners and how to respond to their needs.</p> <p>The additional domains could also help refine existing teaching behaviour frameworks by widening the definition of effective teaching behaviours by going beyond the close-ended questionnaires. These revisions aim to make the instruments more detailed, comprehensive, and effective in capturing the nuances of teaching behaviours perceived by students. Through empirical investigations, the newly proposed domains can be evaluated to determine their impact on students' educational experiences. By subjecting them to testing, we can ensure that these additions are not only theoretically sound but also psychometrically robust. This process aligns with the broader goal of advancing the understanding and measurement of effective teaching behaviours and learning environments (Maulana et al., [<reflink idref="bib59" id="ref107">59</reflink>]). To gain a more detailed grasp of student experiences and perceptions, it is essential to employ qualitative research methods, including open-ended questionnaires (Bakx et al., [<reflink idref="bib7" id="ref108">7</reflink>]; Gencoglu et al., [<reflink idref="bib31" id="ref109">31</reflink>]), focus groups (Mælan et al., [<reflink idref="bib54" id="ref110">54</reflink>]), and vignette studies (Aelterman et al., [<reflink idref="bib1" id="ref111">1</reflink>]).</p> <p>Student responses offered insights into students' perspectives on what constitutes supportive teaching behaviours that address their BPNs. Ahmadi et al. ([<reflink idref="bib2" id="ref112">2</reflink>]) previously identified and classified a comprehensive list of teaching behaviours being supportive or thwarting for students' BPNs by consulting expert researchers in the field. In addition to aligning with the list of teaching behaviours identified in prior research, the present study contributes significantly to the understanding of supportive teaching behaviours that address students' BPNs by consulting students using open-ended questions. This enriches the perpetual dialogue on effective teaching behaviours by illuminating the classroom realities of students in secondary education settings. We also found that certain teaching behaviours can satisfy more than one BPN dimensions, which underscores the complexity and interrelatedness of student learning needs. This can be explained by considering the circumplex models (Aelterman et al., [<reflink idref="bib1" id="ref113">1</reflink>]; Kagitcibasi, [<reflink idref="bib41" id="ref114">41</reflink>]) that depict the needs as existing on a continuum or as interrelated dimensions, rather than as distinct and separate entities.</p> <p>Furthermore, our study acknowledges the evolving nature of educational needs and student perceptions, particularly during the challenging times of the COVID-19 pandemic. The COVID-19 pandemic brought significant alterations to the learning environment (Siakalli et al., [<reflink idref="bib82" id="ref115">82</reflink>]). This dynamic change resonates with the literature which recognizes that teaching behaviours must continually adapt to changing societal and educational landscapes and contemporary student perceptions must continuously be examined in learning environments (Könings et al., [<reflink idref="bib46" id="ref116">46</reflink>]). Future research may focus on longitudinal studies that allow for a more dynamic description of teaching practices.</p> <p>We also acknowledge several limitations of the present study. First, because we collected the data using convenience sampling, and only in schools with bilingual contexts in the north of the Netherlands, the generalizability of the findings is limited. We encourage improved sampling designs, such as the inclusion of several schools across a single country and beyond. It should be pointed out here that the group of students from the VMBO track was relatively small compared to the students from other education tracks. Further research might investigate possible differences across tracks, collecting data from similar groups with equal amounts of student sub-groups. Second, though SDT is rooted in the assumption that all three needs are universal psychological needs, cross-cultural studies question whether these needs apply to the same extent to students from countries with varied sociocultural backgrounds (McInerney & Van Etten, [<reflink idref="bib62" id="ref117">62</reflink>]; Murphy-Berman & Berman, [<reflink idref="bib64" id="ref118">64</reflink>]). Although SDT research in non-Western cultures supports the universality claim, it also acknowledges culture specificity; Eastern, collectivistic cultures do not value the experience of needs in the same way as Western, individualistic cultures (Deci et al., [<reflink idref="bib22" id="ref119">22</reflink>]; Iyengar & Lepper, [<reflink idref="bib39" id="ref120">39</reflink>]). These differences imply that students' expectations of teachers to fulfil their needs differ across different cultural backgrounds (Firat et al., [<reflink idref="bib26" id="ref121">26</reflink>]). Similarly, students from different countries perceive their teachers' teaching behaviours differently (André et al., [<reflink idref="bib6" id="ref122">6</reflink>]; Gencoglu et al., [<reflink idref="bib30" id="ref123">30</reflink>]). We, therefore, recommend replicating this study in different cultural settings. To validate the findings, we also call for additional efforts to measure students' perceptions of 11 domains, using existing or newly created questionnaires, to provide further support for generalizations. In addition, empirical research is needed to test how teachers' behaviour domains predict the need support, learning, and motivation reciprocally.</p> <p>Despite these limitations, the present study offers useful insights. Understanding which teaching behaviour domains students find important in terms of their BPNs could improve both conceptualizations and measures of teaching behaviour. Our findings contribute to existing measurement instruments, which typically use Likert-scale questionnaires to measure teaching behaviour and BPNs. We recommend improving these measurement instruments to gauge students' perceptions of teachers' BPNs support, to tap the complex nature of teaching more comprehensively. It also demonstrates that students possess a clear understanding of their expectations from teachers based on observations of such practices. It may not be sure that a single teacher could embody all the desired positive qualities entirely. Nevertheless, educators can acknowledge that students' viewpoints can bring teachers closer to what is described as teacher effectiveness. Teachers and teacher educators emphasizing student learning may benefit from the findings to enhance their curriculum, and mentors may support (student) teachers to focus on facilitating students' BPNs. Education researchers and schools also can improve feedback procedures to foster teachers' continuous professional development.</p> <hd id="AN0189290599-16">Acknowledgements</hd> <p>All participants voluntarily participated in the project, and we thank them for their contribution. We also appreciate Mirte de Vries for the coding of qualitative data, and Marieke Apol and Melanie Geevers for the data collection.</p> <hd id="AN0189290599-17">Author contributions</hd> <p>Bilge Gencoglu was involved in conceptualization, data curation, investigation, methodology, project administration, resources, and writing—original draft. Michelle Helms-Lorenz, Ridwan Maulana and Ellen P.W.A. Jansen were responsible for conceptualization, methodology, supervision, and writing—review and editing.</p> <hd id="AN0189290599-18">Funding</hd> <p>This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. The study was part of the Ph.D. project of the first author.</p> <hd id="AN0189290599-19">Declarations</hd> <p></p> <hd id="AN0189290599-20">Conflict of interest</hd> <p>The authors report no conflict of interest.</p> <hd id="AN0189290599-21">Appendix</hd> <p>See Table 3.</p> <p>Table 3 Examples of quotations from student responses regarding teacher support towards nurturing the need of competence, autonomy, and relatedness support</p> <p> <ephtml> <table rules="groups"><thead><tr><th align="left"><p>Competence</p></th><th align="left"><p>Autonomy</p></th><th align="left"><p>Relatedness</p></th></tr></thead><tbody><tr><td align="left"><p>"Giving insights into what is important to learn"</p><p>"Clear lessons, and preferably also summaries"</p><p>"Engaging students in the lesson"</p><p>"Coming up with creative ideas to make learning easier or more fun"</p><p>"Being able to explain something in multiple ways"</p><p>"Teachers who see that there are different levels in the classroom"</p><p>"Repeating if I do not understand"</p><p>"Establishing learning objectives at the beginning of the chapter"</p><p>"Making sure I understand everything. Testing me to see if I've been paying attention and I understand it"</p><p>"Good, clear explanations. Keeping order in the classroom"</p><p>"Being nice, patient, kind, and helpful"</p><p>"Someone who explains with enthusiasm and uses humour"</p><p>"Focusing on learning but also jokes in between"</p><p>"Enthusiastic about the subject and therefore really wanting to teach us something"</p></td><td align="left"><p>"Explaining the material clearly and then letting us make our summaries on our own"</p><p>"Students must show initiative"</p><p>"Making school interesting so you want to do things yourself"</p><p>"Helping only when asked"</p><p>"Less and less help so I can do it myself"</p><p>"Giving more freedom. Asking if you want to work together or alone"</p><p>"Giving me the time/space to engage in the material on my own"</p><p>"Providing more time in class to work independently"</p><p>"Sometimes letting us make our choices ourselves"</p><p>"Letting me figure things out on my own but being ready for help"</p><p>"Self-responsible for deadlines and homework"</p><p>"Learning at my own pace"</p></td><td align="left"><p>"Organising fun things that the teacher participates in as well"</p><p>"Showing that they are interested in you as a person"</p><p>"Getting everyone to work with each other and providing solutions together"</p><p>"Making contact on a human level: reduced hierarchy"</p><p>"Keeping control but in a fun way"</p><p>"I think it's important to have a good relationship with teachers, then you also have fun going to that class"</p><p>"Feeling that you can trust a teacher with the problems you have"</p><p>"Treating everyone equally. Listening to students"</p><p>"If a teacher respects me, I will also respect the teacher"</p><p>"Being open to everything and everyone, then the whole class is immediately in that accepting atmosphere. Talking openly about certain things, such as LGBTQ"</p><p>"Giving everyone the same attention. If he/she notices that someone is excluded, he/she should make sure that something is done about it"</p></td></tr></tbody></table> </ephtml> </p> <hd id="AN0189290599-22">Publisher's Note</hd> <p>Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.</p> <ref id="AN0189290599-23"> <title> References </title> <blist> <bibl id="bib1" idref="ref69" type="bt">1</bibl> <bibtext> Aelterman N, Vansteenkiste M, Haerens L, Soenens B, Fontaine JRJ, Reeve J. Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach. Journal of Educational Psychology. 2018; 111; 3: 497-521. 10.1037/edu0000293</bibtext> </blist> <blist> <bibl id="bib2" idref="ref14" type="bt">2</bibl> <bibtext> Ahmadi A, Noetel M, Parker P, Ryan RM, Ntoumanis N, Reeve J, Beauchamp M, Dicke T, Yeung A, Ahmadi M, Bartholomew K, Chiu TKF, Curran T, Erturan G, Frederick C, Froiland JM, González-cutre D, Haerens L, Jeno LM, Lonsdale C. A classification system for teachers' motivational behaviours recommended in self-determination theory interventions. Journal of Educational Psychology. 2023; 115; 8: 1158-1176. 10.31234/osf.io/4vrym</bibtext> </blist> <blist> <bibl id="bib3" idref="ref5" type="bt">3</bibl> <bibtext> Ahn I, Chiu MM, Patrick H. Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction. Contemporary Educational Psychology. 2021. 10.1016/j.cedpsych.2021.101950</bibtext> </blist> <blist> <bibl id="bib4" idref="ref58" type="bt">4</bibl> <bibtext> Ahn I, Patrick H, Chiu MM, Levesque-Bristol C. Measuring teacher practices that support student motivation: Examining the factor structure of the teacher as social context questionnaire using multilevel factor analyses. Journal of Psychoeducational Assessment. 2019; 37; 6: 743-756. 10.1177/0734282918791655</bibtext> </blist> <blist> <bibl id="bib5" idref="ref59" type="bt">5</bibl> <bibtext> Assor A, Kaplan H, Roth G. Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students' engagement in schoolwork. British Journal of Educational Psychology. 2002; 72; 2: 261-278. 10.1348/000709902158883</bibtext> </blist> <blist> <bibl id="bib6" idref="ref122" type="bt">6</bibl> <bibtext> André S, Maulana R, Helms-Lorenz M, Telli S, Chun S, Fernández-García CM, de Jager T, Irnidayanti Y, Inda-Caro M, Lee O, Safrina R, Coetzee T, Jeon M. Student perceptions in measuring teaching behavior across six countries: A multi-group confirmatory factor analysis approach to measurement invariance. Frontiers in Psychology. 2020; 11: 1-19. 10.3389/fpsyg.2020.00273</bibtext> </blist> <blist> <bibl id="bib7" idref="ref108" type="bt">7</bibl> <bibtext> Bakx A, Koopman M, De Kruijf J, den Brok P. Primary school pupils views of characteristics of good primary school teachers: An exploratory, open approach for investigating pupils perceptions. Teachers and Teaching: Theory and Practice. 2015; 21; 5: 543-564. 10.1080/13540602.2014.995477</bibtext> </blist> <blist> <bibl id="bib8" idref="ref52" type="bt">8</bibl> <bibtext> Baumeister, R. F, & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. In Psychological Bulletin. Routledge pp. 497–529</bibtext> </blist> <blist> <bibl id="bib9" idref="ref27" type="bt">9</bibl> <bibtext> Bell LM, Aldridge JM. Investigating the use of student perception data for teacher reflection and classroom improvement. Learning Environments Research. 2014; 17; 3: 371-388. 10.1007/s10984-014-9164-z</bibtext> </blist> <blist> <bibtext> Belmont, M, Skinner, E, Wellborn, J, & Connell, J. (1988). Teacher as social context. A measure of student perceptions of teacher provision of involvement, structure, and autonomy support. In: Tech. Rep. (p. 102). Rochester, NY: University of Rochester.</bibtext> </blist> <blist> <bibtext> Bijlsma, H. (2021). The Quality of Student Perception Questionnaires: A Systematic Review. In: W. Rollett, H. Bijlsma, & S. Röhl (Eds.), Student Feedback on Teaching in Schools (pp. 47–71). Springer International Publishing.</bibtext> </blist> <blist> <bibtext> Bijlsma H, Glas CAW, Visscher AJ. Factors related to differences in digitally measured student perceptions of teaching quality. School Effectiveness and School Improvement. 2022; 33; 3: 360-380. 10.1080/09243453.2021.2023584</bibtext> </blist> <blist> <bibtext> Brandisauskiene A, Buksnyte-Marmiene L, Cesnaviciene J, Jarasiunaite-Fedosejeva G. The relationship between teacher's autonomy-supportive behavior and learning strategies applied by students: The role of teacher support and equity. SAGE Open. 2023. 10.1177/21582440231181384</bibtext> </blist> <blist> <bibtext> Brekelmans, M, Wubbels, T, & den Brok, P. (2002). Teacher experience and the teacher-student relationship in the classroom environment. In: S. C. Goh & M. S. Khine (Eds.), Studies in educational learning environments: an international perspective (pp. 73–100). World Scientific</bibtext> </blist> <blist> <bibtext> Cash AH, Bradshaw CP, Leaf PJ. Observations of student behavior in nonclassroom settings: A multilevel examination of location, density, and school context. Journal of Early Adolescence. 2015; 35; 5–6: 597-627. 10.1177/0272431614562835</bibtext> </blist> <blist> <bibtext> Chatzisarantis NLD, Ada EN, Ahmadi M, Caltabiano N, Wang D, Thogersen-Ntoumani C, Hagger MS. Differential effects of perceptions of equal, favourable and unfavourable autonomy support on educational and well-being outcomes. Contemporary Educational Psychology. 2019; 58: 33-43. 10.1016/j.cedpsych.2019.02.002</bibtext> </blist> <blist> <bibtext> Conesa PJ, Onandia-Hinchado I, Duñabeitia JA, Moreno MÁ. Basic psychological needs in the classroom: A literature review in elementary and middle school students. Learning and Motivation. 2022; 79. 10.1016/j.lmot.2022.101819101819</bibtext> </blist> <blist> <bibtext> Creemers BPM. The effective classroom. 1994; Cassell</bibtext> </blist> <blist> <bibtext> Creemers BPM, Kyriakides L. The dynamics of educational effectiveness: A contribution to policy, practice and theory in contemporary schools. 2008; Routledge</bibtext> </blist> <blist> <bibtext> Danielson C. The framework for teaching: Evaluation instrument. 2013; Danielson Group</bibtext> </blist> <blist> <bibtext> Deci EL, Ryan RM. Self-determination theory: When mind mediates behavior. Journal of Mind and Behavior. 1980; 1; 1: 33-43</bibtext> </blist> <blist> <bibtext> Deci EL, Ryan RM, Gagné M, Leone DR, Usunov J, Kornazheva BP. Need satisfaction, motivation, and well-being in the work organizations of a former eastern bloc country: A cross-cultural study of self-determination. Personality and Social Psychology Bulletin. 2001; 27; 8: 930-942. 10.1177/0146167201278002</bibtext> </blist> <blist> <bibtext> Eccles JS, Roeser RW. Schools as developmental contexts during adolescence. Journal of Research on Adolescence. 2011; 21; 1: 225-241. 10.1111/j.1532-7795.2010.00725.x</bibtext> </blist> <blist> <bibtext> Ellis BJ, Jackson JJ, Boyce WT. The stress response systems: Universality and adaptive individual differences. Developmental Review. 2006; 26; 2: 175-212. 10.1016/j.dr.2006.02.004</bibtext> </blist> <blist> <bibtext> Farb AF, Matjasko JL. Recent advances in research on school-based extracurricular activities and adolescent development. Developmental Review. 2012; 32: 1-48. 10.1016/j.dr.2011.10.001</bibtext> </blist> <blist> <bibtext> Firat M, Noels KA, Lou NMMynard J, Shelton-Strong S. Self-determined motivation in language learning beyond the classroom: Interpersonal, intergroup, and intercultural processes. Autonomy support beyond the language learning classroom: A self-determination theory perspective. 2022; Multilingual Matters: 133-148. 10.2307/jj.22679762.12</bibtext> </blist> <blist> <bibtext> Fraser, B. J. (2023a). Learning Environments. In Norman G. Lederman, Dana L. Zeidler, & Judith S. Lederman (Eds.), Handbook of Research on Science Education (Vol. 3, pp. 193–217). Routledge</bibtext> </blist> <blist> <bibtext> Fraser BJ. The evolution of the field of learning environments research. Education Sciences. 2023; 13; 257: 1-10. 10.3390/educsci13030257</bibtext> </blist> <blist> <bibtext> García-Moya I, Brooks F, Moreno C. Humanizing and conducive to learning: An adolescent students' perspective on the central attributes of positive relationships with teachers. European Journal of Psychology of Education. 2020; 35; 1: 1-20. 10.1007/s10212-019-00413-z</bibtext> </blist> <blist> <bibtext> Gencoglu B, Helms-Lorenz M, Maulana R, Jansen EP. A conceptual framework for understanding variability in student perceptions. Frontiers in Psychology. 2021; 12: 725407. 10.3389/fpsyg.2021.725407</bibtext> </blist> <blist> <bibtext> Gencoglu B, Helms-Lorenz M, Maulana R, Jansen EP, Gencoglu O. Machine and expert judgments of student perceptions of teaching behavior in secondary education: Added value of topic modeling with big data. Computers & Education. 2023; 193: 104682. 10.1016/j.compedu.2022.104682</bibtext> </blist> <blist> <bibtext> Göbel K, Wyss C, Neuber K, Raaflaub MRollett W, Bijlsma H, Röhl S. Student feedback as a source for reflection in practical phases of teacher education. Student Feedback on Teaching in Schools Using Student Perceptions for the Development of Teaching and Teachers. 2021; Springer: 173-189. 10.1007/978-3-030-75150-0_11</bibtext> </blist> <blist> <bibtext> Hafen CA, Hamre BK, Allen JP, Bell CA, Gitomer DH, Pianta RC. Teaching through interactions in secondary school classrooms: Revisiting the factor structure and practical application of the classroom assessment scoring system-secondary. The Journal of Early Adolescence. 2015; 35; 5–6: 651-680. 10.1177/0272431614537117</bibtext> </blist> <blist> <bibtext> Hagger MS, Sultan S, Hardcastle SJ, Chatzisarantis NLD. Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment. Contemporary Educational Psychology. 2015; 41: 111-123. 10.1016/j.cedpsych.2014.12.002</bibtext> </blist> <blist> <bibtext> Hamre BK, Pianta RC, Downer JT, DeCoster J, Mashburn AJ, Jones SM, Brown JL, Cappella E, Atkins M, Rivers SE, Brackett MA, Hamagami A. Teaching through interactions: Testing a developmental framework of teaching effectiveness in over 4,000 classrooms. The Elementary School Journal. 2013; 113; 4: 461-487. 10.1086/669616</bibtext> </blist> <blist> <bibtext> Ida SZ. What makes a good teacher?. Universal Journal of Educational Research. 2017; 5; 1: 141-147. 10.1080/00131725209341464</bibtext> </blist> <blist> <bibtext> Illeris K. Contemporary theories of learning: Learning theorists ... In their own words. 2009; Routledge. 10.4324/9780203870426</bibtext> </blist> <blist> <bibtext> Inda-Caro M, Maulana R, Fernández-García CM, Peña-Calvo JV, Rodríguez-Menéndez MDC, Helms-Lorenz M. Validating a model of effective teaching behaviour and student engagement: perspectives from Spanish students. Learning Environments Research. 2019; 22; 2: 229-251. 10.1007/s10984-018-9275-z</bibtext> </blist> <blist> <bibtext> Iyengar SS, Lepper MR. Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology. 1999; 76; 3: 349-366. 10.1037/0022-3514.76.3.349</bibtext> </blist> <blist> <bibtext> Jang H, Reeve J, Ryan RM, Kim A. Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students?. Journal of Educational Psychology. 2009; 101; 3: 644-661. 10.1037/a0014241</bibtext> </blist> <blist> <bibtext> Kagitcibasi C. Autonomy and relatedness in cultural context. Journal of Cross-Cultural Psychology. 2005; 36; 4: 403-422. 10.1177/0022022105275959</bibtext> </blist> <blist> <bibtext> Kane RG, Maw N. Making sense of learning at secondary school: Involving students to improve teaching practice. Cambridge Journal of Education. 2005; 35; 3: 311-322. 10.1080/03057640500319024</bibtext> </blist> <blist> <bibtext> King RB. Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study. Contemporary Educational Psychology. 2015; 42: 26-38. 10.1016/j.cedpsych.2015.04.002</bibtext> </blist> <blist> <bibtext> Klieme E, Pauli C, Reusser KJanik T, Seidel T. The pythagoras study: Investigating effects of teaching and learning in Swiss and German mathematics classroom. The power of video studies in investigating teaching and learning in the classroom. 2009: Münster, Germany; Waxmann: 137-160</bibtext> </blist> <blist> <bibtext> Klieme E, Schümer G, Knoll SKlieme E, Baumert J. Mathematikunterricht in der Sekundarstufe I: "Auf- gabenkultur" und Unterrichtsgestaltung. TIMSS – Impulse für Schule und Unterricht. 2001; Bundesministerium für Bildung und Forschung: 43-57</bibtext> </blist> <blist> <bibtext> Könings KD, Brand-Gruwel S, van Merriënboer JJG, Broers NJ. Does a new learning environment come up to students' expectations? A longitudinal study. Journal of Educational Psychology. 2008; 100; 3: 535-548. 10.1037/0022-0663.100.3.535</bibtext> </blist> <blist> <bibtext> Koutrouba K. A profile of the effective teacher: Greek secondary education teachers' perceptions. European Journal of Teacher Education. 2012; 35; 3: 359-374. 10.1080/02619768.2011.654332</bibtext> </blist> <blist> <bibtext> Koutrouba K. Defining teacher effectiveness in secondary education: The perceptions of Greek students. International Journal of Learning, Teaching and Educational Research. 2016; 15; 10: 73-91</bibtext> </blist> <blist> <bibtext> Kutnick P, Jules V. Pupils' perceptions of a good teacher: A developmental perspective from Trinidad and Tobago. British Journal of Educational Psychology. 1993; 63; 3: 400-413. 10.1111/j.2044-8279.1993.tb01067.x</bibtext> </blist> <blist> <bibtext> Lam AC, Ruzek EA, Schenke K, Conley AMM, Karabenick SA. Student perceptions of classroom achievement goal structure: Is it appropriate to aggregate?. Journal of Educational Psychology. 2015; 107; 4: 1102-1115. 10.1037/edu0000028</bibtext> </blist> <blist> <bibtext> Lang JWB, Kersting M. Regular feedback from student ratings of instruction: Do college teachers improve their ratings in the long run?. Instructional Science. 2007; 35; 3: 187-205. 10.1007/s11251-006-9006-1</bibtext> </blist> <blist> <bibtext> Legette K. A social-cognitive perspective of the consequences of curricular tracking on youth outcomes. Educational Psychology Review. 2020; 32; 3: 885-900. 10.1007/s10648-020-09521-5</bibtext> </blist> <blist> <bibtext> Lietaert S, Roorda D, Laevers F, Verschueren K, De Fraine B. The gender gap in student engagement: The role of teachers' autonomy support, structure, and involvement. British Journal of Educational Psychology. 2015; 85; 4: 498-518. 10.1111/bjep.12095</bibtext> </blist> <blist> <bibtext> Mælan EN, Tjomsland HE, Samdal O, Thurston M. Pupils' perceptions of how teachers' everyday practices support their mental health: A qualitative study of pupils aged 14–15 in Norway. Scandinavian Journal of Educational Research. 2020; 64; 7: 1015-1029. 10.1080/00313831.2019.1639819</bibtext> </blist> <blist> <bibtext> Mahoney, J. L, Larson, R. W, & Eccles, J. S. (2005). Organized Activities As Contexts of Development: Extracurricular Activities, After School and Community Programs (1st ed.). Psychology Press.</bibtext> </blist> <blist> <bibtext> Mandouit L. Using student feedback to improve teaching. Educational Action Research. 2018; 26; 5: 755-769. 10.1080/09650792.2018.1426470</bibtext> </blist> <blist> <bibtext> Maulana R, Helms-Lorenz M, van de Grift W. Pupils' perceptions of teaching behaviour: Evaluation of an instrument and importance for academic motivation in Indonesian secondary education. International Journal of Educational Research. 2015; 69: 98-112. 10.1016/j.ijer.2014.11.002</bibtext> </blist> <blist> <bibtext> Maulana R, Helms-Lorenz M. Observations and student perceptions of the quality of preservice teachers' teaching behaviour: Construct representation and predictive quality. Learning Environments Research. 2016; 19; 3: 335-357. 10.1007/s10984-016-9215-8</bibtext> </blist> <blist> <bibtext> Maulana, R, Helms-Lorenz, M, & Klassen, R. M. (2023). Effective teaching around the world: Theoretical, empirical, methodological and practical insights. Springer Nature.</bibtext> </blist> <blist> <bibtext> Maslow, A. H. (1970). Motivation and personality (2nd ed.). Harper & Row.</bibtext> </blist> <blist> <bibtext> Maslow AH. Toward a psychology of being. D Van Nostrand. 1962. 10.1037/10793-000</bibtext> </blist> <blist> <bibtext> McInerney, D. M, & Van Etten, S. (2004). Big theories revisited. IAP</bibtext> </blist> <blist> <bibtext> Medina-García M, Doña-Toledo L, Higueras-Rodríguez L. Equal opportunities in an inclusive and sustainable education system: An explanatory model. Sustainability (Switzerland). 2020. 10.3390/su12114626</bibtext> </blist> <blist> <bibtext> Murphy-Berman, V, & Berman, J. J. (2003). Cross-cultural Differences in Perspectives on the Self (V. Murphy-Berman & J. J. Berman, Eds; 49th ed.). U of Nebraska Press.</bibtext> </blist> <blist> <bibtext> Niemiec CP, Ryan RM. Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education. 2009; 7; 2: 133-144. 10.1177/1477878509104318</bibtext> </blist> <blist> <bibtext> Nilholm C, Alm B. An inclusive classroom? A case study of inclusiveness, teacher strategies, and children's experiences. European Journal of Special Needs Education. 2010; 25; 3: 239-252. 10.1080/08856257.2010.492933</bibtext> </blist> <blist> <bibtext> Opdenakker, M. C. (2020). Three Decades of Educational Effectiveness Research in Belgium and the Netherlands: Key Studies, Main Research Topics and Findings. In International Perspectives in Educational Effectiveness Research (pp. 231–286). Springer International Publishing.</bibtext> </blist> <blist> <bibtext> Opdenakker MC. Need-supportive and need-thwarting teacher behavior: Their importance to boys' and girls' academic engagement and procrastination behavior. Frontiers in Psychology. 2021; 12; 628064: 1-17. 10.3389/fpsyg.2021.628064</bibtext> </blist> <blist> <bibtext> Opdenakker MCMaulana R, Helms-Lorenz M, Klassen RM. Teacher and Teaching Behaviour and Student Motivational Outcomes: Critical Reflections on the Knowledge Base and on Future Research. Effective Teaching Around the World. 2023; Springer International Publishing: 29-83. 10.1007/978-3-031-31678-4_3</bibtext> </blist> <blist> <bibtext> Pianta RC, Hamre BK. Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher. 2009; 38; 2: 109-119. 10.3102/0013189X09332374</bibtext> </blist> <blist> <bibtext> Putney LAG. Discursive practices as cultural resources: Formulating identities for individual and collective in an inclusive classroom setting. International Journal of Educational Research. 2007; 46; 3–4: 129-140. 10.1016/j.ijer.2007.09.007</bibtext> </blist> <blist> <bibtext> Reeve JDeci EL, Ryan RM. Self-determination theory applied to educational settings. Handbook of self-determination research. 2002; University of Rochester Press: 183-203</bibtext> </blist> <blist> <bibtext> Reeve J, Jang H. What teachers say and do to support students' autonomy during a learning activity. Journal of Educational Psychology. 2006; 98; 1: 209-218. 10.1037/0022-0663.98.1.209</bibtext> </blist> <blist> <bibtext> Reeve J, Nix G, Hamm D. Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology. 2003; 95; 2: 375-392. 10.1037/0022-0663.95.2.375</bibtext> </blist> <blist> <bibtext> Röhl, S. (2021). Effects of Student Feedback on Teaching and Classes: An Overview and Meta-Analysis of Intervention Studies. In W. Rollett, H. Bijlsma, & Sebastian. Röhl (Eds.), Student Feedback on Teaching in Schools (pp. 139–156). Springer International Publishing.</bibtext> </blist> <blist> <bibtext> Rollett W, Bijlsma H, Röhl S. Student feedback on teaching in schools using student perceptions for the development of teaching and teachers. Springer. 2021. 10.1007/978-3-030-75150-0</bibtext> </blist> <blist> <bibtext> Ryan, R. M, & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.</bibtext> </blist> <blist> <bibtext> Ryan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist. 2000; 55; 1: 68-78. 10.1037/0003-066X.55.1.68</bibtext> </blist> <blist> <bibtext> Ryan RM, Deci ELDeci EL, Ryan RM. Overview of self-determination theory: An organismic dialectical perspective. Handbook of Self-Determination Research. 2002; Rochester University Press: 3-33</bibtext> </blist> <blist> <bibtext> Schenke K, Ruzek E, Lam AC, Karabenick SA, Eccles JS. Heterogeneity of student perceptions of the classroom climate: A latent profile approach. Learning Environments Research. 2017; 20; 3: 289-306. 10.1007/s10984-017-9235-z</bibtext> </blist> <blist> <bibtext> Senden B, Nilsen T, Blömeke SBlikstad-Balas M, Klette K, Tengberg M. Instructional Quality: A Review of Conceptualizations, Measurement Approaches, and Research Findings. Ways of Analyzing Teaching Quality. 2021; Scandinavian University Press: 140-172</bibtext> </blist> <blist> <bibtext> Siakalli M, Mousoulidou M, Christodoulou A, Savvidou A, Kouppa K. Secondary education and COVID-19. Encyclopedia. 2022; 2; 1: 409-427. 10.3390/encyclopedia2010025</bibtext> </blist> <blist> <bibtext> Skinner E, Belmont MJ. Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology. 1993; 85; 4: 571-581. 10.1037/0022-0663.85.4.571</bibtext> </blist> <blist> <bibtext> Stefanou CR, Perencevich KC, DiCintio M, Turner JC. Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership. Educational Psychologist. 2004; 39; 2: 97-110. 10.1207/s15326985ep3902_2</bibtext> </blist> <blist> <bibtext> Stipek, D. J. (1996). Motivation and instruction. In Handbook of educational psychology pp. 85–113</bibtext> </blist> <blist> <bibtext> Stroet K, Opdenakker MC, Minnaert A. Effects of need supportive teaching on early adolescents' motivation and engagement: A review of the literature. Educational Research Review. 2013; 9: 65-87. 10.1016/j.edurev.2012.11.003</bibtext> </blist> <blist> <bibtext> Stroet K, Opdenakker MC, Minnaert A. Need supportive teaching in practice: A narrative analysis in schools with contrasting educational approaches. Social Psychology of Education. 2015; 18; 3: 585-613. 10.1007/s11218-015-9290-1</bibtext> </blist> <blist> <bibtext> Stroet K, Opdenakker MC, Minnaert A. What motivates early adolescents for school? A longitudinal analysis of associations between observed teaching and motivation. Contemporary Educational Psychology. 2015; 42: 129-140. 10.1016/j.cedpsych.2015.06.002</bibtext> </blist> <blist> <bibtext> Tilga H, Hein V, Koka A. Measuring the perception of the teachers' autonomy-supportive behavior in physical education: Development and initial validation of a multi-dimensional instrument. Measurement in Physical Education and Exercise Science. 2017; 21; 4: 244-255. 10.1080/1091367X.2017.1354296</bibtext> </blist> <blist> <bibtext> Tilga H, Kalajas-Tilga H, Hein V, Koka A. Web-based and face-to-face autonomy-supportive intervention for physical education teachers and students' experiences. Journal of Sports Science and Medicine. 2021; 20; 4: 672-683. 10.52082/jssm.2021.672</bibtext> </blist> <blist> <bibtext> van de Grift W. Quality of teaching in four European countries: A review of the literature and application of an assessment instrument. Educational Research. 2007; 49; 2: 127-152. 10.1080/00131880701369651</bibtext> </blist> <blist> <bibtext> van de Grift W. Measuring teaching quality in several European countries. School Effectiveness and School Improvement. 2014; 25; 3: 295-311. 10.1080/09243453.2013.794845</bibtext> </blist> <blist> <bibtext> Vansteenkiste, M, Niemiec, C. P, & Soenens, B. (2010). The development of the five mini-theories of self-determination theory: an historical overview, emerging trends, and future directions. In: The decade ahead: Theoretical perspectives on motivation and achievement (Vol. 16A, pp. 105–165). Emerald Group Publishing Limited</bibtext> </blist> <blist> <bibtext> Wang M-T, Hofkens TL. Beyond classroom academics: A school-wide and multi-contextual perspective on student engagement in school. Adolescent Research Review. 2020; 5; 4: 419-433. 10.1007/s40894-019-00115-z</bibtext> </blist> <blist> <bibtext> Williams, G. C, & Deci, E. L. (1996). Internalization of biopsychosocial values of medical students: A test of Self-Determination Theory. Journal of Personality and Social Psychology, 70(4), 767–779. https://linkinghub.elsevier.com/retrieve/pii/S0377221714008005</bibtext> </blist> <blist> <bibtext> Willis JSousa D. The current impact of neuroscience on teaching and learning. Mind, brain, & education: Neuroscience implications for the classroom. 2010; Solution Tree Press: 45-66</bibtext> </blist> <blist> <bibtext> Wubbels T, Brekelmans M. Two decades of research on teacher-student relationships in class. International Journal of Educational Research. 2005; 43; 1–2: 6-24. 10.1016/j.ijer.2006.03.003</bibtext> </blist> <blist> <bibtext> Zimmermann J, Tilga H, Bachner J, Demetriou Y. The German multi-dimensional perceived autonomy support scale for physical education: Adaption and validation in a sample of lower track secondary school students. International Journal of Environmental Research and Public Health. 2020; 17; 19: 1-15. 10.3390/ijerph17197353</bibtext> </blist> </ref> <ref id="AN0189290599-24"> <title> Footnotes </title> <blist> <bibtext> Due to the COVID-19 pandemic, we were forced to use online convenience sampling, which resulted in a specific, small sample.</bibtext> </blist> <blist> <bibtext> Code groups refer to teaching behaviour domains.</bibtext> </blist> </ref> <aug> <p>By Bilge Gencoglu; Michelle Helms-Lorenz; Ridwan Maulana and Ellen P. W. A. Jansen</p> <p>Reported by Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib37" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib85" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib86" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib27" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib13" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib16" firstref="ref7"></nolink> <nolink nlid="nl7" bibid="bib17" firstref="ref8"></nolink> <nolink nlid="nl8" bibid="bib72" firstref="ref9"></nolink> <nolink nlid="nl9" bibid="bib78" firstref="ref10"></nolink> <nolink nlid="nl10" bibid="bib34" firstref="ref11"></nolink> <nolink nlid="nl11" bibid="bib53" firstref="ref12"></nolink> <nolink nlid="nl12" bibid="bib68" firstref="ref13"></nolink> <nolink nlid="nl13" bibid="bib46" firstref="ref15"></nolink> <nolink nlid="nl14" bibid="bib87" firstref="ref16"></nolink> <nolink nlid="nl15" bibid="bib11" firstref="ref17"></nolink> <nolink nlid="nl16" bibid="bib67" firstref="ref18"></nolink> <nolink nlid="nl17" bibid="bib69" firstref="ref19"></nolink> <nolink nlid="nl18" bibid="bib81" firstref="ref20"></nolink> <nolink nlid="nl19" bibid="bib28" firstref="ref21"></nolink> <nolink nlid="nl20" bibid="bib58" firstref="ref23"></nolink> <nolink nlid="nl21" bibid="bib14" firstref="ref24"></nolink> <nolink nlid="nl22" bibid="bib97" firstref="ref25"></nolink> <nolink nlid="nl23" bibid="bib75" firstref="ref28"></nolink> <nolink nlid="nl24" bibid="bib18" firstref="ref29"></nolink> <nolink nlid="nl25" bibid="bib19" firstref="ref30"></nolink> <nolink nlid="nl26" bibid="bib45" firstref="ref31"></nolink> <nolink nlid="nl27" bibid="bib44" firstref="ref32"></nolink> <nolink nlid="nl28" bibid="bib33" firstref="ref33"></nolink> <nolink nlid="nl29" bibid="bib35" firstref="ref34"></nolink> <nolink nlid="nl30" bibid="bib91" firstref="ref35"></nolink> <nolink nlid="nl31" bibid="bib92" firstref="ref36"></nolink> <nolink nlid="nl32" bibid="bib38" firstref="ref37"></nolink> <nolink nlid="nl33" bibid="bib57" firstref="ref38"></nolink> <nolink nlid="nl34" bibid="bib20" firstref="ref39"></nolink> <nolink nlid="nl35" bibid="bib70" firstref="ref40"></nolink> <nolink nlid="nl36" bibid="bib21" firstref="ref41"></nolink> <nolink nlid="nl37" bibid="bib77" firstref="ref42"></nolink> <nolink nlid="nl38" bibid="bib93" firstref="ref43"></nolink> <nolink nlid="nl39" bibid="bib79" firstref="ref44"></nolink> <nolink nlid="nl40" bibid="bib40" firstref="ref46"></nolink> <nolink nlid="nl41" bibid="bib65" firstref="ref47"></nolink> <nolink nlid="nl42" bibid="bib74" firstref="ref51"></nolink> <nolink nlid="nl43" bibid="bib88" firstref="ref57"></nolink> <nolink nlid="nl44" bibid="bib73" firstref="ref60"></nolink> <nolink nlid="nl45" bibid="bib84" firstref="ref61"></nolink> <nolink nlid="nl46" bibid="bib89" firstref="ref62"></nolink> <nolink nlid="nl47" bibid="bib90" firstref="ref63"></nolink> <nolink nlid="nl48" bibid="bib98" firstref="ref64"></nolink> <nolink nlid="nl49" bibid="bib43" firstref="ref65"></nolink> <nolink nlid="nl50" bibid="bib83" firstref="ref66"></nolink> <nolink nlid="nl51" bibid="bib50" firstref="ref67"></nolink> <nolink nlid="nl52" bibid="bib80" firstref="ref68"></nolink> <nolink nlid="nl53" bibid="bib52" firstref="ref70"></nolink> <nolink nlid="nl54" bibid="bib29" firstref="ref71"></nolink> <nolink nlid="nl55" bibid="bib31" firstref="ref72"></nolink> <nolink nlid="nl56" bibid="bib36" firstref="ref73"></nolink> <nolink nlid="nl57" bibid="bib49" firstref="ref74"></nolink> <nolink nlid="nl58" bibid="bib56" firstref="ref75"></nolink> <nolink nlid="nl59" bibid="bib95" firstref="ref76"></nolink> <nolink nlid="nl60" bibid="bib10" firstref="ref77"></nolink> <nolink nlid="nl61" bibid="bib94" firstref="ref83"></nolink> <nolink nlid="nl62" bibid="bib12" firstref="ref84"></nolink> <nolink nlid="nl63" bibid="bib47" firstref="ref85"></nolink> <nolink nlid="nl64" bibid="bib48" firstref="ref86"></nolink> <nolink nlid="nl65" bibid="bib24" firstref="ref87"></nolink> <nolink nlid="nl66" bibid="bib96" firstref="ref88"></nolink> <nolink nlid="nl67" bibid="bib61" firstref="ref89"></nolink> <nolink nlid="nl68" bibid="bib60" firstref="ref90"></nolink> <nolink nlid="nl69" bibid="bib23" firstref="ref91"></nolink> <nolink nlid="nl70" bibid="bib25" firstref="ref92"></nolink> <nolink nlid="nl71" bibid="bib55" firstref="ref93"></nolink> <nolink nlid="nl72" bibid="bib15" firstref="ref94"></nolink> <nolink nlid="nl73" bibid="bib63" firstref="ref97"></nolink> <nolink nlid="nl74" bibid="bib66" firstref="ref98"></nolink> <nolink nlid="nl75" bibid="bib71" firstref="ref99"></nolink> <nolink nlid="nl76" bibid="bib51" firstref="ref100"></nolink> <nolink nlid="nl77" bibid="bib76" firstref="ref101"></nolink> <nolink nlid="nl78" bibid="bib32" firstref="ref102"></nolink> <nolink nlid="nl79" bibid="bib42" firstref="ref103"></nolink> <nolink nlid="nl80" bibid="bib59" firstref="ref107"></nolink> <nolink nlid="nl81" bibid="bib54" firstref="ref110"></nolink> <nolink nlid="nl82" bibid="bib41" firstref="ref114"></nolink> <nolink nlid="nl83" bibid="bib82" firstref="ref115"></nolink> <nolink nlid="nl84" bibid="bib62" firstref="ref117"></nolink> <nolink nlid="nl85" bibid="bib64" firstref="ref118"></nolink> <nolink nlid="nl86" bibid="bib22" firstref="ref119"></nolink> <nolink nlid="nl87" bibid="bib39" firstref="ref120"></nolink> <nolink nlid="nl88" bibid="bib26" firstref="ref121"></nolink> <nolink nlid="nl89" bibid="bib30" firstref="ref123"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1495383
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Towards Understanding Student Perceptions of Supportive Teaching Behaviour
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Bilge+Gencoglu%22">Bilge Gencoglu</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5580-1065">0000-0001-5580-1065</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michelle+Helms-Lorenz%22">Michelle Helms-Lorenz</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9314-6962">0000-0001-9314-6962</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ridwan+Maulana%22">Ridwan Maulana</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0652-7888">0000-0002-0652-7888</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ellen+P%2E+W%2E+A%2E+Jansen%22">Ellen P. W. A. Jansen</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9618-1034">0000-0001-9618-1034</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Learning+Environments+Research%22"><i>Learning Environments Research</i></searchLink>. 2025 28(3):613-633.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 21
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation+of+Teacher+Performance%22">Student Evaluation of Teacher Performance</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Needs%22">Psychological Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s10984-025-09544-1
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1387-1579<br />1573-1855
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Creating conducive learning environments that cater to students' basic psychological needs--competence, autonomy, and relatedness--is important for enhancing student engagement and motivation, according to self-determination theory. Consequently, it is crucial to understanding how teaching behaviours, viewed as indicators of psychosocial learning environments, meet students' learning needs. However, this area of research is underexplored in the learning environments research. This study aims to identify specific teaching behaviour domains, as perceived by students, which align with students' basic psychological needs of competence, autonomy, and relatedness. We used an open-ended questionnaire distributed to 277 students from three secondary schools in the north of the Netherlands. The qualitative analysis revealed 11 teaching behaviour domains associated with student needs. We found that student responses aligned with six established effective teaching behaviour domains. Student responses also revealed five additional domains related to teacher characteristics and school learning environments. Based on student perceptions, our study has not only validated six established domains of effective teaching behaviour but also brought to light five new domains, expanding the scope of how teaching behaviours are perceived in learning environments. This study opens an opportunity for teachers to tailor their teaching to meet the needs and expectations of the students and contributes to shed light on improving the quality of learning environments.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1495383
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1495383
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10984-025-09544-1
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 613
    Subjects:
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Student Evaluation of Teacher Performance
        Type: general
      – SubjectFull: Teacher Behavior
        Type: general
      – SubjectFull: Student Needs
        Type: general
      – SubjectFull: Psychological Needs
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Expectation
        Type: general
    Titles:
      – TitleFull: Towards Understanding Student Perceptions of Supportive Teaching Behaviour
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Bilge Gencoglu
      – PersonEntity:
          Name:
            NameFull: Michelle Helms-Lorenz
      – PersonEntity:
          Name:
            NameFull: Ridwan Maulana
      – PersonEntity:
          Name:
            NameFull: Ellen P. W. A. Jansen
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1387-1579
            – Type: issn-electronic
              Value: 1573-1855
          Numbering:
            – Type: volume
              Value: 28
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Learning Environments Research
              Type: main
ResultId 1