Daily interest, engagement, and autonomy support in the high school science classroom

Patall, Erika A.; Vasquez, Ariana C.; Steingut, Rebecca R.; Trimble, Scott S.; Pituch, Keenan A.

doi:10.1016/j.cedpsych.2016.06.002

Cited by 70 publications

(71 citation statements)

References 81 publications

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“…In addition, teachers indicated that they want to adjust their pedagogical-didactical actions, especially with regard to supporting freedom of choice for students and stimulating students' curiosity. These findings are in line with the literature on student autonomy in which freedom of choice is central (Patall, Vasquez, Steingut, Trimble, & Pituch, 2016;Van der Hoeven et al, 2010;Verbeeck, 2010). However, the study also indicates that teachers feel uncertain about how much freedom of choice students should be given and how this should be done.…”

Section: Discussionsupporting

confidence: 89%

Perceived Autonomy Support in Primary Education in the Netherlands: Differences between Teachers and Their Students

Admiraal

Nieuwenhuis²,

Kooij³

et al. 2019

WJE

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Student autonomy is a much discussed topic in educational practice and research. In this study, primary school teachers reported what they do to support the autonomy of their students and students mentioned how they perceived autonomy in the classroom. From the findings of a focus group, consisting of 10 teachers from the upper years, six aspects of autonomy were extracted: freedom of choice, self-insight, self-expression, curiosity, independence and problem solving. Then, 77 teachers and 497 students completed a questionnaire with items on these six aspects. This questionnaire study shows that both teachers and students indicated that class work is mostly focused on student independence and the least on freedom of choice. Students and teachers differed in the extent to which this was the case: teachers were much more positive about the extent to which they work on their students' autonomy than their students. This applied to all six distinct aspects of autonomy support.

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Section: Discussionsupporting

confidence: 89%

Perceived Autonomy Support in Primary Education in the Netherlands: Differences between Teachers and Their Students

Admiraal

Nieuwenhuis²,

Kooij³

et al. 2019

WJE

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“…While most studies on academic adjustment examined the role of between-person individual differences (Niemiec & Ryan, 2009), we studied variations in academic adjustment on a weekly basis. Consistent with emerging research showing that students' adaptation is highly dynamic (Bakker et al, 2015;Ketonen et al, 2018;Patall et al, 2016), we found evidence for substantial week-to-week variation in students' academic (mal)adjustment. Given this observation, it was deemed important to identify antecedents of weekly motivation and (mal)adjustment, thereby attending to the role of both dynamic and more stable, personality-based predictors and their complex interplay.…”

Section: Discussionsupporting

confidence: 87%

“…Such short-term variations in academic adjustment may especially be observed in early adolescence, a life period marked by substantial biological and social changes, resulting in more volatile experiences (Steinberg & Morris, 2001). Consistent with the notion that early adolescents' adjustment to school is constantly in flux, studies have begun to document short-term (i.e., weekly or even daily) variability in important indicators and correlates of academic adjustment such as engagement (Bakker, Vergel, & Kuntze, 2015), motivation (Patall, Vasquez, Steingut, Trimble, & Pituch, 2016), and academic emotions (Ketonen, Dietrich, Moeller, Salmela-Aro, & Lonka, 2018).…”

Section: Introductionmentioning

confidence: 92%

The role of weekly need-based experiences and self-criticism in predicting weekly academic (mal)adjustment

Vandenkerckhove

Soenens

Kaap‐Deeder

et al. 2019

Learning and Individual Differences

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The present study aims to examine the role of both adolescents' weekly experiences of psychological need satisfaction and frustration and adolescents' self-criticism in their weekly variation in academic adjustment. A sample of 82 adolescents (mean age = 12.45 years; 42% female) provided weekly assessments of the psychological needs and academic adjustment during three consecutive weeks. Multilevel analyses indicated that weekly variation in need satisfaction related positively to weekly variation in positive affect, engagement, and autonomous motivation, while weekly variation in need frustration related positively to weekly variation in negative affect, disaffection, and controlled motivation. Self-criticism was negatively related to positive affect and autonomous motivation and positively to disaffection and controlled motivation. Further, need-based experiences played a mediating role in the relation between self-criticism and academic (mal)adjustment at the level of between-person differences. Moderation analyses did not reveal any evidence for selfcriticism as a potentially amplifying factor in the relation between need-based experiences and academic (mal)adjustment. These findings point to the importance of need-based experiences in explaining the impact of self-criticism on academic (mal)adjustment.

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“…Future research needs to include also diary (e.g. Patall, Vasquez, Steingut, Trimble, & Pituch, 2016;van der Kaap-Deeder, Vansteenkiste, Soenens, & Mabbe, 2017) studies that will assess at a more micro-analytic level the ongoing dynamics between need-supportive contexts and well-adjustment. This will enable researchers to understand how autonomy support and structure evolves across time and how each of them covaries with day-to-day or week-to-week teachers' instructional practices and students' cognitive, affective, and behavioural responses.…”

Section: Conclusion and Future Research Directionsmentioning

confidence: 99%

Begin-of-school-year perceived autonomy-support and structure as predictors of end-of-school-year study efforts and procrastination: the mediating role of autonomous and controlled motivation

Mouratidis

Michou

Aelterman

et al. 2017

Educational Psychology

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In this prospective study, we recruited a sample of Belgian adolescents (N = 886) to investigate to what extent perceived teachers' motivating style relates to quality of motivation in the beginning of the school year and, in turn, changes in study effort and procrastination by the end of the school year. After controlling for initial levels of study effort and procrastination and for a shared variance due to classroom membership, we found, through path analysis, perceived autonomy support and structure to relate positively to autonomous motivation, which in turn predicted increased study effort and decreased procrastination at the end of the school year. The findings are discussed from a theoretical and practical standpoint. Most educators would agree that some adolescents may postpone their assigned school work and avoid putting forth effort when doing their homework. Apparently, students' motivation to do their homework can largely explain whether they may behave in this way. While some students may study because they find the learning content enjoyable, interesting, and valuable (i.e. they are autonomously motivated), others may feel rather compelled to do so (i.e. they are controlled motivated). Research conducted under the framework of Self-Determination Theory (SDT; Deci & Ryan, 2000; Ryan & Deci, 2017) has indicated that the more students are autonomously motivated, the more they thrive, as indexed by greater engagement and effort-expenditure, better learning, and higher achievement (e.g. Guay, Ratelle, & Chanal, 2008). It is therefore important to investigate likely antecedents of students' motivation. Towards this end, SDT-based research has shown that students benefit more when they perceive the learning environment as autonomy-supportive (i.e. when teachers consider students' interests and perspective) and well-structured (i.e. when there are clear, consistent, and properly justified guidelines and rules) (

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Daily interest, engagement, and autonomy support in the high school science classroom

Cited by 70 publications

References 81 publications

Perceived Autonomy Support in Primary Education in the Netherlands: Differences between Teachers and Their Students

Perceived Autonomy Support in Primary Education in the Netherlands: Differences between Teachers and Their Students

The role of weekly need-based experiences and self-criticism in predicting weekly academic (mal)adjustment

Begin-of-school-year perceived autonomy-support and structure as predictors of end-of-school-year study efforts and procrastination: the mediating role of autonomous and controlled motivation

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