Differentiated need support by teachers: Student-specific provision of autonomy and structure and relations with student motivation.

BACKGROUND: According to self-determination theory, teachers can support their students' engagement in learning by providing autonomy support and structure. Within classes, however, there appears to be great diversity in the extent to which students experience autonomy and structure. AIMS: This study aimed to investigate the degree to which teachers' perceptions of student-specific autonomy support and structure differ between students in their class and whether differentiated need support predicts students' motivation. SAMPLE: Twenty-four elementary school teachers and their students (n = 506) participated in this study. METHOD: Teachers completed a short questionnaire assessing their perceptions of autonomy support and structure for each student. Students completed two questionnaires assessing perceptions of need support and their motivation. Multilevel analyses were conducted. RESULTS: The results showed that the within-classroom variation in both teacher perceptions and student perceptions of need support was considerably larger than the between-classroom variation. Teacher perceptions of student-specific autonomy support were positively associated with students' autonomous motivation and negatively with students' controlled motivation. However, teacher perceptions of student-specific structure were positively associated with students' controlled motivation. CONCLUSIONS: These findings suggest that teachers differentiate in need support. The positive association between teacher perceptions of structure and students' controlled motivation might suggest that teachers may offer structure in controlling rather than autonomy-supportive ways. Furthermore, the relations between need support and students' motivation differed between the class-level and the within-class (student) level highlighting the need for disentangling the effects of need-supportive teaching at different levels and adopting a multilevel approach.

Teacher-student relationship quality from kindergarten to sixth grade and students' school adjustment: A person-centered approach.

The present study used a person-centered approach to identify teacher-student relationship trajectories from kindergarten to sixth grade in a Dutch sample (N = 1300). Teachers reported about relationships with individual students (closeness, conflict, and dependency) in kindergarten, grade 3, and grade 6, and about externalizing behaviors in kindergarten. Students were tested for verbal ability in kindergarten, and completed math and reading tests and questionnaires about task motivation and self-efficacy in sixth grade. Latent class growth analyses revealed three trajectories for closeness: high-stable (normative), very high-decreasing, and moderate-increasing. For conflict, low-stable (normative), low-increasing, and high-decreasing trajectories were found. For dependency, a low-decreasing (normative) and a low-increasing trajectory were found. Boys, students with lower levels of verbal ability, and students with more externalizing behavior were overrepresented in non-normative trajectories. Furthermore, students with low-increasing levels of teacher-student dependency scored lower on achievement tests and reported lower motivation in sixth grade compared to students with a normative trajectory.

Psychometric properties and convergent and predictive validity of an executive function test battery for two-year-olds.

Executive function (EF) is an important predictor of numerous developmental outcomes, such as academic achievement and behavioral adjustment. Although a plethora of measurement instruments exists to assess executive function in children, only few of these are suitable for toddlers, and even fewer have undergone psychometric evaluation. The present study evaluates the psychometric properties and validity of an assessment battery for measuring EF in two-year-olds. A sample of 2437 children were administered the assessment battery at a mean age of 2;4 years (SD = 0;3 years) in a large-scale field study. Measures of both hot EF (snack and gift delay tasks) and cool EF (six boxes, memory for location, and visual search task) were included. Confirmatory Factor Analyses showed that a two-factor hot and cool EF model fitted the data better than a one-factor model. Measurement invariance was supported across groups differing in age, gender, socioeconomic status (SES), home language, and test setting. Criterion and convergent validity were evaluated by examining relationships between EF and age, gender, SES, home language, and parent and teacher reports of children's attention and inhibitory control. Predictive validity of the test battery was investigated by regressing children's pre-academic skills and behavioral problems at age three on the latent hot and cool EF factors at age 2 years. The test battery showed satisfactory psychometric quality and criterion, convergent, and predictive validity. Whereas cool EF predicted both pre-academic skills and behavior problems 1 year later, hot EF predicted behavior problems only. These results show that EF can be assessed with psychometrically sound instruments in children as young as 2 years, and that EF tasks can be reliably applied in large scale field research. The current instruments offer new opportunities for investigating EF in early childhood, and for evaluating interventions targeted at improving EF from a young age.

Student-teacher relationship quality and academic adjustment in upper elementary school: the role of student personality.

This study tested a theoretical model considering students' personality traits as predictors of student-teacher relationship quality (closeness, conflict, and dependency), the effects of student-teacher relationship quality on students' math and reading achievement, and the mediating role of students' motivational beliefs on the association between student-teacher relationship quality and achievement in upper elementary school. Surveys and tests were conducted among a nationally representative Dutch sample of 8545 sixth-grade students and their teachers in 395 schools. Structural equation models were used to test direct and indirect effects. Support was found for a model that identified conscientiousness and agreeableness as predictors of close, nonconflictual relationships, and neuroticism as a predictor of dependent and conflictual relationships. Extraversion was associated with higher levels of closeness and conflict, and autonomy was only associated with lower levels of dependency. Students' motivational beliefs mediated the effects of dependency and student-reported closeness on reading and math achievement.

Fluorescent vital labeling to track cestodes in a copepod intermediate host.

In experimental studies of host-parasite interactions, it is often important to track parasites in their hosts and to discriminate between individual parasites. We used the fluorescent tracer dyes 7-amino-4-chloromethylcoumarin (CMAC) and, 5-chloromethylfluorescein diacetate (CMFDA) for vital labeling of Schistocephalus solidus (Cestoda) coracidia larvae. Labeling was fast and easy to perform and enabled microscopic detection of parasites appearing as procercoids in the hemocoel of the copepod intermediate host at 3 h after exposure. The label was still visible after 14 days. Extensive controls showed that CMAC (20 microM) labeling did not harm tapeworms or copepods. CMFDA (2 microM) reduced host survival, but the dye concentration can be decreased to avoid this in future studies. The new labeling method presented here has been very useful to track S. solidus parasites. It can be valuable for other parasites also and may be particularly suitable for visualization of individual live macroparasites in invertebrate hosts, for which we are not aware of any other appropriate method.

BODY SIZE DECLINES DESPITE POSITIVE DIRECTIONAL SELECTION ON HERITABLE SIZE TRAITS IN A BARNACLE GOOSE POPULATION.

Analyses of more than 2000 marked barnacle geese (Branta leucopsis) in the largest Baltic colony, Sweden, showed that structurally large females generally produced larger clutches and larger eggs, hatched their broods earlier in the season, and produced more and heavier young than smaller females. In males, the corresponding relationships between reproductive parameters and structural body size were weaker or nonsignificant. Because structural body size traits have previously been found to be significantly heritable and positively genetically correlated, an increase in mean structural body size of individuals as a response to selection might have been expected. By contrast, we found that the mean adult head length and mean adult tarsus length decreased significantly in the largest colony by approximately 0.7 and 0.5 standard deviations, respectively, in both males and females during the 13-year study period. Environmental factors, such as the amount of rain in different years, were found to affect the availability of high-quality food for growing geese. As a consequence of this temporal variability in the availability of high-quality food, the mean adult structural body size of different cohorts differed by up to 1.3 standard deviations. Comparisons of mean body size of cohorts born in different colonies suggest that the most likely explanation for the body-size decline in the main study colony is that a density-dependent process, which mainly was in effect during the very early phase of colony growth, negatively affected juvenile growth and final size. We conclude that large environmental effects on growth and final structural body size easily can mask microevolutionary responses to selection. Analyses of environmental causes underlying temporal and spatial body size variation should always be considered in the reconstruction and prediction of evolutionary changes in natural populations.