TABLE 4.
Dimensions describing the factors that contribute to students’ competence satisfaction from a relatedness support perspective.
| Category | Theoretical framework | Dimension |
| Participation possibilities and autonomy-supportive interaction | Teachers’ intraindividual reference norm orientation | Flexible, present-oriented teacher expectancies |
| Teaching quality | Student support | |
| Mastery goal structure (TARGET framework) | Authority | |
| Constructive and appropriately challenging support | Mastery goal structure (TARGET framework) | Evaluation |
| Perceived error climate | Error tolerance, irrelevance of errors for assessment, teacher support following errors, absence of negative teacher reactions to errors, taking the error risk, analysis of errors, functionality of errors for learning | |
| Teaching quality | Cognitive activation, student support | |
| Teachers’ intraindividual reference norm orientation | Individualized instruction, moderate challenge level | |
| Opportunities for collaborative working and peer interaction | Mastery goal structure (TARGET framework) | Grouping |
| Teaching quality | Student support | |
| Cognitive activation |
For an overview of the depicted theoretical frameworks and dimensions, see Rheinberg, 1980, 1983; Steuer et al., 2013; Dickhäuser et al., 2017; Lüftenegger et al., 2017; Praetorius et al., 2018.