Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice

Reeve, Johnmarshall; Cheon, Sung Hyeon

doi:10.1080/00461520.2020.1862657

Cited by 265 publications

(229 citation statements)

References 151 publications

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“…What psycho-didactics has to offer as the new approach to education is the emphasis on the role of self-determination in the process of shaping the personality of an individual within the realm of education, as well as an autonomy-supportive teaching context (Ryan and Deci 2000;Reeve and Cheon 2021). Many authors who sympathize with the psycho-didactic approach underline the importance of psychological processes such as motivational processes or the need for self-regulation as the main driving forces of all learning processes (Ryan and Deci 2006;Niemiec and Ryan 2009).…”

Section: Psycho-didactic Approach To Education: Background and New Possibilitiesmentioning

confidence: 99%

The Psycho-Didactic Approach in Religious and Moral Education. Towards Personal Growth and Positive Mental Health of Students

Steć

Kulik

2021

Religions

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The psycho-didactic approach in education is becoming more and more popular. Its supporters emphasize the great values that are associated with the implementation of this approach to various fields of science and school subjects. The greatest value of the psycho-didactic approach is supporting the personal growth of the learner by respecting the developmental factors involved in each subject’s learning processes. Psycho-didactics could also be used in the design of core curricula and their implementation in the field of religious, ethical, and moral education. By supporting personal development through moral and religious education, it is possible to simultaneously influence the agencyof each learner. Personal agency in self-development, as well as in religious and moral development, is one of the greatest challenges for modern education and one of the most significant issues of positive mental health advancement in the field of education. Within psycho-didactics, it becomes possible to foster every student in an individual way, therefore all methods and techniques used in the psycho-didactic approach are focused on the student’s needs.

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Section: Psycho-didactic Approach To Education: Background and New Possibilitiesmentioning

confidence: 99%

The Psycho-Didactic Approach in Religious and Moral Education. Towards Personal Growth and Positive Mental Health of Students

Steć

Kulik

2021

Religions

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“…Finally, extending this research to teachers will be beneficial in better understanding how autonomy-supportive behaviors promote positive child outcomes across different types of interactions and relationships between adults and children. Meta-analytic evidence suggests that autonomy-supportive teaching is malleable and predicts a wide range of student outcomes ( Reeve and Cheon, 2021 ). Thus, it will be important to closely consider how teacher autonomy support facilitates children’s EF skills as they enter school.…”

Section: Discussionmentioning

confidence: 99%

Parent Provision of Choice Is a Key Component of Autonomy Support in Predicting Child Executive Function Skills

et al. 2022

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Although previous work has linked parent autonomy support to the development of children’s executive function (EF) skills, the role of specific autonomy-supportive behaviors has not been thoroughly investigated. We compiled data from four preschool-age samples in the Midwestern United States (N = 366; M age = 44.26 months; 72% non-Hispanic White, 19% Black/African American, 5% Multiracial) to examine three relevant autonomy-supportive behaviors (supporting competence, positive verbalizations, and offering choice) and their associations with child EF. We coded parent autonomy-supportive behaviors from a 10-min interaction between parent and child dyads working on challenging jigsaw puzzles together. Children completed a battery of EF. Overall, child EF was most consistently correlated with the offering choice subscale. Additionally, only the offering choice subscale predicted child EF while controlling for the other autonomy support subscales and child age. These results suggest that parent provision of choice is an especially relevant aspect of autonomy-supportive parenting and may be important to the development of EF in early childhood. Future research should directly measure children’s experience with choice and how it relates to emerging EF.

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“…Cox et al ( 2009 ) demonstrated that athletes' perceptions of how their physical educator cared about and understood them as individuals were important for their enjoyment. Furthermore, a review of 51 autonomy-supportive interventions (including 38 randomized control trials) demonstrated that an autonomy-supportive instruction style had positive effects on desirable outcomes such as enjoyment, intrinsic motivation, and performance (Reeve and Cheon, 2021 ). Coaches support their athletes' need for autonomy when they—among other things—consider the athletes' perspective, nurture their intrinsic motivational resources, and rely on informational rather than controlling language.…”

Section: Discussionmentioning

confidence: 99%

Predicting Dropout From Organized Football: A Prospective 4-Year Study Among Adolescent and Young Adult Football Players

Yperen

Jonker

Verbeek

2022

Front. Sports Act. Living

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Previous studies have shown that enjoyment is one of the key predictors of dropout from organized sport, including organized football. However, prospective studies, particularly studies focused on long-term dropout, are largely lacking. Drawing on the basic principles of interdependence theory, in the present prospective study among 1,762 adolescent and young adult football players (27.1% women, mean age 17.74 years, SD = 1.35), we tested the predictive value of sport enjoyment, perceived alternatives, and restraining forces on football players' short-term (6 months) and long-term (4 years) dropout from organized football. As anticipated, the results of the logistic regression and follow-up analyses indicate that players' enjoyment was the main predictor of (short-term and long-term) dropout. In addition, relative to remainers, dropouts perceived more alternatives in terms of other sports, had fewer family members involved in their football club, and were older at the time they started playing organized football. We conclude that particularly measures aimed at enhancing sport enjoyment may prevent players from dropping out from organized football in both the short and long term. In addition, dropout rates may be reduced by attracting and engaging youth at a very young age (from 6 years), and their siblings, parents, and other family members as well.

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Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice

Cited by 265 publications

References 151 publications

The Psycho-Didactic Approach in Religious and Moral Education. Towards Personal Growth and Positive Mental Health of Students

The Psycho-Didactic Approach in Religious and Moral Education. Towards Personal Growth and Positive Mental Health of Students

Parent Provision of Choice Is a Key Component of Autonomy Support in Predicting Child Executive Function Skills

Predicting Dropout From Organized Football: A Prospective 4-Year Study Among Adolescent and Young Adult Football Players

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