Teacher Expectations and Self-Determination Theory: Considering Convergence and Divergence of Theories

    Various theories from the field of educational psychology, including high expectation theory (HET) and self-determination theory (SDT), focus on the classroom conditions which facilitate students’ motivation, learning, and well-being. In the current paper, we aimed to breech the theoretical divi...

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Bibliographic Details
Published in:Educational psychology review Vol. 35; no. 3; pp. 76 - 98
Main Authors: Hornstra, Lisette, Stroet, Kim, Rubie-Davies, Christine, Flint, Annaline
Format: Journal Article
Language:English
Published: New York Springer US 01.09.2023
Springer
Springer Nature B.V
Subjects:
Academic Achievement
Analysis
Child and School Psychology
Education
Educational Environment
Educational Psychology
Educational Theories
Educational theory
Learning
Learning and Instruction
Motivation
Resistance (Psychology)
Review Article
Self Determination
Student Motivation
Students
Teacher Expectations of Students
Teachers
Teaching
Teaching Methods
Theory Practice Relationship
Well Being
High expectation theory
Self-determination theory
Need-supportive teaching
Teacher expectations
Motivation
ISSN:1040-726X, 1573-336X
Online Access:Get full text
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Summary:    Various theories from the field of educational psychology, including high expectation theory (HET) and self-determination theory (SDT), focus on the classroom conditions which facilitate students’ motivation, learning, and well-being. In the current paper, we aimed to breech the theoretical division between HET and SDT through a synthesis of both theories. We identified multiple areas of convergence and complementarity. The teaching practices that are theorized to support students’ motivation, learning, and well-being put forward by both HET and SDT show a high degree of conceptual overlap. Moreover, findings from both research fields suggest a gap between theory and practice: although the teaching principles put forward by both theories are believed to be effective for all students, not all teachers optimally apply these principles in their teaching or apply them equally for all classes or all students. Both theories acknowledge that teacher beliefs and contextual factors may account for this gap between theory and practice. In the paper, we put forward an integrative model to show how the two theories converge and complement each other. The integration of the two theories offers a way forward in terms of understanding and applying these two theoretical stances to the classroom.
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ISSN:1040-726X
1573-336X
DOI:10.1007/s10648-023-09788-4