The influence of teacher-student relationships and feedback on students' engagement with learning

This text presents a potential hierarchy between the three basic psychological needs central to Self-Determination Theory (SDT).

Findings from the author's research suggest that the motivation to exercise autonomy is an outcome that is cumulatively influenced by the perceived quality of the teacher-student relationship and students' perceived competence within specific learning contexts and with a specific teacher.

These findings are the basis for three hypotheses regarding students' motivation to engage with learning activities.