Autonomy support from support staff in higher education and students' academic engagement and psychological well-being

Jiang, Juming; Tanaka, Ayumi

doi:10.1080/01443410.2021.1982866

Cited by 11 publications

(4 citation statements)

References 53 publications

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“…At the university level, there is a notable presence of academic freedom, largely facilitated by professors who offer substantial autonomy support. This, in turn, amplifies the degree of AE, and this is consistent with the results of Jiang and Tanaka (2022). One specific facet of autonomy, such as the freedom to choose group work, has been identified as impactful in facilitating AE, as evidenced by research findings (Poort et al, 2020).…”

Section: Discussionsupporting

confidence: 73%

The Mediating Role of Self-Efficacy in The Relationship Between Self-Determination Motive and Academic Engagement Among Undergraduate Students

Ghbari,

Albadareen,

Al-smadi

et al. 2024

Participatory Educational Research

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Academic engagement (AE) is an educational concern, and universities seek to increase its level by identifying the factors affecting it. Self-determination theory (SDT) and self-efficacy (SE) have been assumed to affect academic engagement directly or indirectly. Recognizing the significance of investigating AE and the factors influencing it, a notable research gap is spotted in the exploration of the mediating influence of SE in the relationship between SDT and AE. The current study tried to fill this gap and aimed to reveal the levels of self-determination, self-efficacy, and academic engagement of undergraduate students as well as the mediating role of self-efficacy in the relationship between the self-determination motive and academic engagement. After applying the relevant measures to a sample of 240 undergraduate students, the results showed that self-efficacy and autonomy as a dimension of self-determination had a medium level, while the level of relatedness was high; moreover, the level of academic engagement was high and self-efficacy was low. Autonomy and competence as components of self-determination were also revealed to directly and indirectly affect academic engagement. The results also demonstrated the mediating role of self-efficacy in the relationship between self-determination motive and academic engagement. In light of the previous findings, there are some important implications, through which the teachers and faculty members can identify the factors affecting AE to help students increase their participation in educational activities. Psychological Counsellors can also use the findings to help students in coping with academic life challenges and positively interacting with their educational environment.

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Section: Discussionsupporting

confidence: 73%

The Mediating Role of Self-Efficacy in The Relationship Between Self-Determination Motive and Academic Engagement Among Undergraduate Students

Ghbari,

Albadareen,

Al-smadi

et al. 2024

Participatory Educational Research

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“…As expected, more than two out of three (67.7%) studies applied self-determination theory (SDT) as the grounding theory (e.g., Lazarides and Rubach, 2017 ; Michou et al, 2021 ; Jiang and Tanaka, 2022 ), due to its argument that students' motivation and engagement in the classroom are influenced by how they perceive their learning environment and how teachers meet their basic psychological needs (Ryan and Deci, 2000 ). Besides SDT, three (around 10%) studies referred to social-cognitive theories (Ruzek and Schenke, 2019 ) or stage–environment fit theory (Yu et al, 2015 , 2016 ) to underpin their studies.…”

Section: Resultsmentioning

confidence: 68%

Teachers' autonomy support and student engagement: A systematic literature review of longitudinal studies

Yang

Chen²,

Wang³

et al. 2022

Front. Psychol.

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Autonomy support is one of the most crucial determinants of teaching practice for student engagement. No literature review on the relations between autonomy support and student engagement existed to the best of our knowledge. Therefore, this study presents a systematic literature review from perspectives of landscapes, methodology characters, patterns of identified studies, and autonomy-supportive strategies. Overall, 31 articles were reviewed. Followed by PRISMA guidelines, the results yielded several interesting facts: First, studies on such topics surged starting from 2015 and were mostly conducted in the United States (32%) and Korea (16%). Publications were scattered but heavily gathered around psychological and educational journals such as the Journal of Educational Psychology (9.7%); Learning and Instruction (9.7%). Most often, studies recruited participants from upper secondary schools (58%). Data were collected using solely questionnaires (93.5%) following a two-wave design (51.6%) and were analyzed by applying structural equation models (48.4%). Moreover, most of the studies failed to provide concrete autonomy-supportive teaching strategies. Instead, quite often studies (93%) investigated its relations with student engagement from a macro perspective. Within mentioned strategies, they were mostly related to the teaching process, there is a limited investigation of autonomy-supportive teaching practice used before and after instruction. This pattern of results suggested an urgent need for more longitudinal studies on specific teaching strategies that hold the potential to maximize student engagement. Limitations and suggestions for future studies were provided accordingly.

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“…Further, Reeve (2009) reported that instructors that welcomed and acknowledged any negative emotions or connotations students experienced could also foster a more autonomy supportive learning climate. Research shows that students who experience autonomy support in the classroom achieve better grades (Okada, 2021), are more creative (Núñez and León, 2015), engage more with the learning content (Jiang and Tanaka, 2022), experience more 10. 3389/feduc.2023.1153647 positive emotions (Oriol-Granado et al, 2017), and experience increased psychological wellbeing (Moller et al, 2006).…”

Section: Autonomy Support and Thwartingmentioning

confidence: 99%

“…Thus, we expand the current literature. First, as opposed to other studies (e.g., Núñez et al, 2014;Núñez and León, 2016;Neufeld and Malin, 2020;Lozano-Jiménez et al, 2021;Jiang and Tanaka, 2022), we investigate a dual process model where student functioning is related to autonomy support vs. thwarting. This is imperative in understanding the dual process behind autonomy underpinning student functioning.…”

Section: Present Studymentioning

confidence: 99%

The bright and dark side of autonomy: How autonomy support and thwarting relate to student motivation and academic functioning

2023

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According to Self-Determination Theory, autonomy support is essential in fostering optimal learning, growth, and functioning in students across all levels. In contrast, autonomy thwarting is associated with student malfunctioning. The purpose of the current study was to investigate the relationship between perceptions of autonomy support and thwarting, students’ autonomous and controlled motivations, and aspects of student functioning in a higher education setting. The sample consisted of 414 Norwegian university students recruited from introductory calculus courses. Structural equation modeling indicated that perceived autonomy support predicts autonomous motivation and is negatively linked to controlled motivation. Autonomy thwarting is negatively linked to autonomous motivation and positively predicts controlled motivation. We found that autonomous motivation predicts engagement, effort, and learning. Controlled motivation is negatively linked to vitality and engagement, and positively predicts effort. The results are in line with the tenets of Self-Determination Theory, and the present study highlights the importance of providing an autonomy supportive environment during higher education lectures.

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Autonomy support from support staff in higher education and students' academic engagement and psychological well-being

Cited by 11 publications

References 53 publications

The Mediating Role of Self-Efficacy in The Relationship Between Self-Determination Motive and Academic Engagement Among Undergraduate Students

The Mediating Role of Self-Efficacy in The Relationship Between Self-Determination Motive and Academic Engagement Among Undergraduate Students

Teachers' autonomy support and student engagement: A systematic literature review of longitudinal studies

The bright and dark side of autonomy: How autonomy support and thwarting relate to student motivation and academic functioning

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