Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.

2010/08/01 by Hyungshim Jang, Johnmarshall Reeve, Edward L. Deci · 50 citations
Psychology · Social Sciences · #Motivation and Self-Concept in Sports #Youth Development and Social Support #Early Childhood Education and Development

paper · doi:10.1037/a0019682

Abstract

We investigated 2 engagement-fostering aspects of teachers' instructional styles-autonomy support and structure-and hypothesized that students' engagement would be highest when teachers provided high levels of both. Trained observers rated teachers' instructional styles and students' behavioral engagement in 133 public high school classrooms in the Midwest, and 1,584 students in Grades 9-11 reported their subjective engagement. Correlational and hierarchical linear modeling analyses showed 3 results: (a) Autonomy support and structure were positively correlated, (b) autonomy support and structure both predicted students' behavioral engagement, and (c) only autonomy support was a unique predictor of students' self-reported engagement. We discuss, first, how these findings help illuminate the relations between autonomy support and structure as 2 complementary, rather than antagonistic or curvilinear, engagement-fostering aspects of teachers' instructional styles and, second, the somewhat different results obtained for the behavioral versus self-report measures of students' classroom engagement. ?? 2010 American Psychological Association.

Citations

• Facilitating Internalization: The Self‐Determination Theory Perspective
• What teachers say and do to support students' autonomy during a learning activity.
• Sense of relatedness as a factor in children's academic engagement and performance.
• Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year.
• Engagement and disaffection in the classroom: Part of a larger motivational dynamic?
• Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.

Cited by

• Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach.
• Expanding autonomy psychological need states from two (satisfaction, frustration) to three (dissatisfaction): A classroom-based intervention study.
• Motivational climate theory: Disentangling definitions and roles of classroom motivational support, climate, and microclimates
• A meta-analysis of teachers’ provision of structure in the classroom and students’ academic competence beliefs, engagement, and achievement
• Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive
• Novice teachers' classroom behaviour management: Situations, responses and impact on student behaviour
• Twenty‐Five Years of Self‐Determination Theory Research: A Bibliometric Perspective
• Development and evaluation of a training on need-supportive teaching in physical education: Qualitative and quantitative findings
• Chinese Education Examined via the Lens of Self-Determination
• Designing Needs- and Attention-Aware AI Learning Tools for Engineering Education: Insights from Psychological Outcomes
• Vocational teachers’ classroom management style: the role of motivation to teach and sense of responsibility
• When GenAI chatbots meet self-determination: unpacking Chinese EFL learners’ engagement in chatbot-assisted language learning
• Basic psychological need theory: Advancements, critical themes, and future directions
• A rising tide lifts all boats: The social contagion of achievement in L2 classrooms and the role of intrinsic motivation and engagement
• The effects of autonomy support on student engagement in peer assessment
• Cooperative learning in teacher education: A means to foster learning motivation and academic engagement among EFL pre-service teachers
• Supporting student agency through student-centred learning across educational contexts
• A theoretical upgrade of the concept of parental psychological control: Proposing new insights on the basis of self-determination theory
• BASIC PSYCHOLOGICAL NEEDS, MOTIVATIONAL ORIENTATIONS, EFFORT, AND VOCABULARY KNOWLEDGE
• Need Support and Need Thwarting: A Meta-Analysis of Autonomy, Competence, and Relatedness Supportive and Thwarting Behaviors in Student Populations
• Procrastination, perceived maternal psychological control, and structure in math class: The intervening role of academic self‐concept
• Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions
• The impact of improving feelings of relatedness on motivation and engagement for tertiary students
• A Theory of Subjective Wellbeing
• Fostering self-efficacy and self-regulation in higher education: a matter of autonomy support or academic motivation?
• An examination of the relationship between the perceived instructional behaviours of teacher educators and pre-service teachers’ learning motivation and teaching self-efficacy
• Need-supportiveness and athlete well-being: Coaches' competence-support at risk in the elite sport context throughout the season
• A Framework for Designing Scaffolds That Improve Motivation and Cognition. [europepmc]
• Motivation, treatment engagement and psychosocial outcomes in outpatients with severe mental illness: a test of Self-Determination Theory. [europepmc]
• How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. [europepmc]
• The Dampening Effects of Perceived Teacher Enthusiasm on Class-Related Boredom: The Mediating Role of Perceived Autonomy Support and Task Value. [europepmc]
• "You Think You're Helping Them, But They're Helping You Too": Experiences of Scottish Male Young Offenders Participating in a Dog Training Program. [europepmc]
• The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective. [europepmc]
• Effects of an intervention with teachers in the physical education context: A Self-Determination Theory approach. [europepmc]
• Using Self-Determination Theory to Examine Musical Participation and Well-Being. [europepmc]
• Effects of Parental Autonomy Support and Teacher Support on Middle School Students' Homework Effort: Homework Autonomous Motivation as Mediator. [europepmc]
• Teachers' involvement and students' self-efficacy: Keys to achievement in higher education. [europepmc]
• Differentiated need support by teachers: Student-specific provision of autonomy and structure and relations with student motivation. [europepmc]
• Effects of a Motivational Climate on Psychological Needs Satisfaction, Motivation and Commitment in Teen Handball Players. [europepmc]
• Understanding Adolescents' Need Support, Need Satisfaction, and Health-Related Outcomes: A Self-Determination Health Behavior Perspective. [europepmc]
• Perceived Teacher Autonomy Support and School Engagement of Tibetan Students in Elementary and Middle Schools: Mediating Effect of Self-Efficacy and Academic Emotions. [europepmc]
• Effects of a Need-Supportive Motor Skill Intervention on Children's Motor Skill Competence and Physical Activity. [europepmc]
• The German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education: Adaption and Validation in a Sample of Lower Track Secondary School Students. [europepmc]
• Do Observed Teaching Behaviors Relate to Students' Engagement in Physical Education? [europepmc]
• Need-Supportive and Need-Thwarting Teacher Behavior: Their Importance to Boys' and Girls' Academic Engagement and Procrastination Behavior. [europepmc]
• Perceived Teacher Autonomy Support and Students' Deep Learning: The Mediating Role of Self-Efficacy and the Moderating Role of Perceived Peer Support. [europepmc]
• A Self-Determination Theory Approach to Work Motivation of Autistic Adults: A Qualitative Exploratory Study. [europepmc]
• The Relation between Physical Education Teachers' (De-)Motivating Style, Students' Motivation, and Students' Physical Activity: A Multilevel Approach. [europepmc]
• Active learning through flipped classroom in mechanical engineering: improving students' perception of learning and performance. [europepmc]
• Pharmacy Student Challenges and Strategies towards Initial COVID-19 Curriculum Changes. [europepmc]
• Teachers' autonomy support and student engagement: A systematic literature review of longitudinal studies. [europepmc]
• Perceived teacher support and student engagement among higher education students - a systematic literature review. [europepmc]

Related

• Students' Agentic Engagement Predicts Longitudinal Increases in Perceived Autonomy-Supportive Teaching: The Squeaky Wheel Gets the Grease
• What teachers say and do to support students' autonomy during a learning activity.
• Week-to-week interplay between teachers’ motivating style and students’ engagement
• Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive
• Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice