The Relationship between Professors’ Motivation and Interpersonal Behaviour Styles in the Classroom, and Course Evaluations

Professors create a positive learning environment for students through their interpersonal behaviour style in the classroom. High quality interactions are associated with number of student outcomes such as increased motivation, effort, learning, satisfaction, and higher ratings on formal evaluations teaching (SETs). This study tested Self-Determination Theory model university setting by measuring association between professors’ reported psychological need self-reported supportive styles, exploring how these variables related to SETs. Overall, we found support model; all relationships were significant expected direction except that autonomy competence behaviours did not relate From this, can conclude relatedness is important experience professors who engage also positively evaluated students.