Autonomy-supportive teaching and its antecedents: differences between teachers and teaching assistants and the predictive role of perceived competence

Bennett, Marcus; Ng‐Knight, Terry; Hayes, Ben

doi:10.1007/s10212-016-0321-x

Cited by 14 publications

(9 citation statements)

References 61 publications

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“…They all make the classroom more vivid, but at the same time, there are also great challenges in the ideological education of college students. 2,3 In view of the ideological and political education of college students, they have always attached importance to their psychological situation, and they have obvious vulnerability and variability in psychological aspects. 4 The psychology of college students will produce positive or negative emotions under various environmental influences from family, school and society.…”

Section: Introductionmentioning

confidence: 99%

RETRACTED: Application of positive psychology in college teaching

Chen

2021

International Journal of Electrical Engineering & Education

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In order to study the application of positive psychology in college teaching, a questionnaire survey is conducted by selecting freshmen and related subject teachers of xx schools, and the collected data are statistically analyzed through the constructed data analysis model platform. Then, the effect of positive psychology in college teaching is analyzed. Through the research, the results show that when analyzing the positive state of students, most students in life are more active, but in the high school, there are fewer active students, most of them know some compulsory knowledge points to meet the final exams. Most of the students' positive state of learning needs to be improved, and the enthusiasm and initiative of learning are not enough to make any benefit to learning. When analyzing the positive state of teachers, it is found that teachers are more motivated in life. The enthusiasm in the classroom is general, and nearly 80% of the teachers believe that the enthusiasm of life is helpful to the enthusiasm of the classroom; when analyzing the implementation of the three-dimensional goal, it is found that although the teacher emphasizes the importance of the goal of emotional values, less than half of the actual implementation has been put in place. In the analysis of the necessity and feasibility of infiltrating positive psychology in college teaching, it is believed that the use of positive psychology guidance can reduce the burden on students and cultivate positive emotions, scientific values and attitudes towards life. The results show that through the investigation and analysis of the application of positive psychology in college teaching, although there are some shortcomings in the research process, it can still provide reference basis for the application of positive psychology in teaching, with a view to provide a guiding direction for the improvement of future teaching level of colleges and universities.

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Section: Introductionmentioning

confidence: 99%

RETRACTED: Application of positive psychology in college teaching

Chen

2021

International Journal of Electrical Engineering & Education

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“…Autonomysupportive classroom climate refers to "ways to nurture, support and increase students' inner endorsement of their classroom activity" (Reeve and Jang 2006, 210). By contrast, in a controlling motivational climate, teachers pay little attention to their students' inner motivational resources and encourage students to adopt expected behaviour by using incentives, more directive language, and controlling modes of communication (Bennett, Ng-Knight, and Hayes 2017;Reeve and Jang 2006). Various theoretical perspectives have been used to examine student motivation and engagement, such as Expectancy-value theory (Eccles and Wigfield 2020), Achievement goal theory (Urdan and Kaplan 2020), and Self-determination theory (SDT; Deci and Ryan 2000;Ryan and Deci 2020).…”

Section: Autonomy Support In Secondary Educationmentioning

confidence: 99%

“…This kind of data could have provided a deeper insight in the implementation and evaluation of the learning lab interventions and autonomy-supportive activities. In addition, with more data on student characteristics and teaching approaches, more advanced analyses might also be possible to, for example, examine the moderating role of student characteristics (cf., Graça, Calheiros, and Barata 2013) and teacher characteristics (cf., Bennett, Ng-Knight, and Hayes 2017) on the effects of autonomy-supportive activities on students' learning motivation and learning outcomes. Also, larger sample sizes will make it possible to examine the mediating role of learning motivation between autonomy support and student achievement, following other studies on autonomy support (cf., Zhou, Ntoumanis, and Thogersen-Ntoumani 2019).…”

Section: Limitations and Directions For Future Researchmentioning

confidence: 99%

Learning labs in a secondary school in the Netherlands: Effects of teachers' autonomy support on student learning motivation and achievement

Admiraal¹,

Post

Kester

et al. 2022

Educational Studies

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Autonomy-supportive activities are understood to promote students' autonomous forms of learning motivation, educational outcomes and well-being. In the current study, two learning labs in one Dutch secondary school have been studied. In these learning labseach lasting one entire school year-students' autonomy during their learning process have been supported by organisational, procedural and cognitive autonomy support activities. Effects on students' learning motivation and their achievement have been examined. In one learning lab, indicated as the one with the most autonomy-supportive classroom climate, students show relatively high scores on intrinsic motivation for learning and high achievements. In the other learning lab, no effects have been found on students' learning motivation and achievement. The extent to which student were allowed to set the task sequence is found to be an autonomy-supportive activity that positively affected both learning motivational and achievement most. Implications for practice and research are discussed.

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“…Even though TAs do not have teacher competence and thus cannot take full responsibility for the education provided, they are often highly involved in teaching and in pupils' learning processes. The extensive use of TAs in SNE and the possible negative impact on pupils and their learning have concerned researchers in the field (Bennett, Ng-Knight, and Hayes 2015;Blatchford, Webster, and Russell 2012). For example, Blatchford, Webster, and Russell (2012) found in a large-scale study that pupils who received extensive support from TAs seemed to make significantly less academic progress than did pupils who received most of their support from the teacher.…”

Section: The Role Of Teaching Assistantsmentioning

confidence: 99%

Same vision – different approaches? Special needs education in light of inclusion in Finland and Norway

Sundqvist

Hannås

2020

European Journal of Special Needs Education

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This article explores two aspects of special needs education (SNE) for pupils in compulsory schools in Finland and Norway, who according to official procedures, have been granted SNE. The two aspects are educational settings for the implementation of SNE and formal competence among those who implement the SNE to which the pupils have a right. The results are based on explorative studies of official laws and regulations, available statistical data and earlier research from both countries. The results indicate that a majority of the target pupil group in Finland receive their SNE, whether full or part time, in a special class, whereas in Norway, most of these pupils receive parttime SNE, provided in regular classes or smaller groups in mainstream school. Furthermore, the results indicate that in Finland, highly qualified special education teachers are frequently engaged in the implementation of SNE, while in Norway, teacher assistants-guided by a general teacher-often seem to have greater responsibility for implementing SNE. To conclude, a redirection of SNE in both countries is needed towards working methods that are more inclusive. In Finland, educational settings need a stronger focus, and in Norway, there is a need to invest more in teachers' competence in SNE.

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Autonomy-supportive teaching and its antecedents: differences between teachers and teaching assistants and the predictive role of perceived competence

Cited by 14 publications

References 61 publications

RETRACTED: Application of positive psychology in college teaching

RETRACTED: Application of positive psychology in college teaching

Learning labs in a secondary school in the Netherlands: Effects of teachers' autonomy support on student learning motivation and achievement

Same vision – different approaches? Special needs education in light of inclusion in Finland and Norway

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