Teacher-student relationships from a motivational perspective: The importance of involved and supportive teachers

In this article, teacher-student relationships are approached from a motivational perspective. Theoretical underpinnings come from Self-determination theory. Basic assumptions and central concepts of this theory are discussed. The meaning of this theory to the educational context, here teacher-student relationships, is focused on and examples of empirical evidence are given. Four studies conducted in the Netherlands (in primary and secondary education), which reveal relevance for the main concepts of Self-determination theory, are discussed. Attention is paid to basic need satisfaction in teacher-student relationships, the development of teacher-student relationships across the school year and connections between characteristics of teacher-student relationships and affective student outcomes (motivation, academic engagement). Multilevel (growth curve) analyses were used to explore developments of and connections between teacher-student relationships and affective student outcomes. Finally, the relevance of Selfdetermination theory for the optimization of teacher-student relationships in relation to students' motivation and academic engagement is discussed