What teachers say and do to support students' autonomy during a learning activity.

2006/02/01 by Johnmarshall Reeve, Hyungshim Jang · 27 citations
Psychology · Social Sciences · #Motivation and Self-Concept in Sports #Education, Achievement, and Giftedness #Early Childhood Education and Development

paper · doi:10.1037/0022-0663.98.1.209

Abstract

Teachers with an autonomy-supportive style rely on different instructional behaviors to motivate their students than do teachers with a controlling style. In the present investigation, the authors tested which of these instructional behaviors actually correlated positively or negatively with students ’ autonomy. The authors used Deci, Spiegel, Ryan, Koestner, & Kauffman’s (1982) teacher–student laboratory paradigm to randomly assign 72 pairs of same-sex preservice teachers into the role of either teacher or student. From videotapes of the 10-min instructional episode, raters scored 11 hypothesized autonomy-supportive behaviors and 10 hypoth-esized controlling behaviors. Correlational analyses confirmed that students perceived the functional signif-icance of 8 instructional behaviors as autonomy supports and 6 instructional behaviors as autonomy thwarts. The discussion focuses on the interpretation and classroom implications of these data.

Citations

• Facilitating Internalization: The Self‐Determination Theory Perspective
• Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.
• Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year.
• Quality of Learning With an Active Versus Passive Motivational Set
• Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.

Cited by

• What makes lessons interesting? The role of situational and individual factors in three school subjects.
• Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.
• Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students?
• 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.
• Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice
• Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive
• Supporting student voice in science classrooms: The limits of psychosocial approaches and the importance of sociocultural and critical perspectives on student agency
• 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
• Students’ 2018 PISA reading self-concept: Identifying predictors and examining model generalizability for emergent bilinguals
• Effects of an intervention based on self-determination theory on self-reported leisure-time physical activity participation
• 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
• The relationship between teacher autonomy support and student mathematics achievement: a 3-year longitudinal study
• Attachment in the Classroom
• Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations
• When students show some initiative: Two experiments on the benefits of greater agentic engagement
• Parental autonomy support predicts adolescents’ strategic mindset, which relates to self-regulation and academic achievement in Chile
• The potential and limitations of large language models for automatic classification of teachers' motivational messages in educational research
• Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions
• Agency and high school science students' motivation, engagement, and classroom support experiences
• Self-regulation, motivation, and math achievement in middle school: Variations across grade level and math context
• Relationships among individual task self-efficacy, self-regulated learning strategy use and academic performance in a computer-supported collaborative learning environment
• Do Multiple Solutions Matter? Prompting Multiple Solutions, Interest, Competence, and Autonomy
• Shifting Patterns in Co-regulation, Feedback Perception, and Motivation During Research Supervision Meetings
• Curbing boredom in online teaching: Effects of an autonomy-oriented intervention with EAP students

Related

• Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice
• Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.
• Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive
• Students' Agentic Engagement Predicts Longitudinal Increases in Perceived Autonomy-Supportive Teaching: The Squeaky Wheel Gets the Grease
• Autonomy in the spaces: teacher autonomy, scripted lessons, and the changing role of teachers