Effects of Autonomy Supportive vs. Controlling Teachers’ Behavior on Students’ Achievement

Hofferber, Natalia; Eckes, Alexander; Wilde, Matthias

doi:10.12973/eu-jer.3.4.177

Cited by 14 publications

(5 citation statements)

References 22 publications

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“…In Jang, Reeve, and Deci's study (2010), the student engagement rates were positively predicted by the teachers' autonomy support rates, for which they had observers who rated both the teachers' and students' behaviours at the high school level. Similarly, in a study conducted with 7th graders' by Hofferber, Eckes, and Wilde (2014), focusing on rote learning and conceptual learning, the results revealed that the learners who were educated in an autonomy-supportive setting established a higher level of conceptual knowledge compared to the ones educated in a controlling setting. Yet, learners' rote learning did not change in either case.…”

Section: Introductionmentioning

confidence: 85%

Autonomy Orientations of English Language Teachers in Turkey

SEZER>

Aydın

2021

JLE

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The present study aimed to explore autonomy orientations of English language teachers' work at an intensive language school in Turkey. The autonomy orientations of the teachers were analysed through self-determination theory. The study also investigated if these orientations vary according to the teachers’ gender, years of experience, and department of graduation. The investigation was carried out through an autonomy orientations questionnaire. Data were collected from 111 language teachers, 11 of whose opinions were utilized for further analysis. The results showed that teachers had moderate autonomy supportive orientation, which was reported to be risky. Moreover, gender was the only variable that had a significant effect on the autonomy orientations. The teachers mainly blamed the education system for restricting their adoption of the autonomous orientations. The results imply the necessity of explicit training on how teachers can be encouraged to have more autonomy supporting orientations.

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Section: Introductionmentioning

confidence: 85%

Autonomy Orientations of English Language Teachers in Turkey

SEZER>

Aydın

2021

JLE

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“…By engaging in these supportive behaviours, teachers would be providing an autonomy-support environment. Autonomy-supportive environments Moreover, an autonomy-supportive environment has a positive effect on diverse students' interest, conceptual learning, achievement, stereotype threat, and overall well-being compared to a more controlling environment (Boggiano et al 1993;Grolnick & Ryan, 1987;Hofferber et al, 2014;Nadler et al, 2016;Patall et al, 2018). Although teachers are typically the source of autonomy support, peers and administrative staff can also support this environment (Rocchi et al, 2017).…”

Section: Self-determination Theory and Classroom Environmentmentioning

confidence: 99%

Basic Psychological Needs of Undergraduate Students with and without High ADHD Symptomatology

2023

CJESS

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It is well-established in research that students who experience attention-deficit/hyperactivity disorder (ADHD) symptomatology experience academic difficulties. Despite an influx of research on this population, there is still an opportunity to improve the relevant supports and resources necessary to facilitate academic success. The current study examined whether post-secondary students with high (ADHD) symptomatology perceived their classrooms as less autonomysupportive than post-secondary students without high levels of ADHD symptomatology. A casecontrol design was used for this study. Participants were undergraduate students with high levels of ADHD symptomatology (n = 49) and without (n = 39) from a large Canadian university. A multivariate Hotelling T 2 test was used to compare groups on their self-reported perceptions of basic psychological needs (BPN). College students with high ADHD symptomatology reported less relatedness at school (d = 0.69), but greater levels of competence (d = 0.70). Students with high ADHD symptomatology in this study reported significantly more negative relationships at school than students without high ADHD symptomatology. However, those with high ADHD symptomatology in this sample may represent a higher functioning subset of individuals with high ADHD symptomatology. The results of this study suggest additional avenues that can be explored to develop and implement evidence-based academic resources that can provide students with high ADHD symptomatology relevant skills.

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“…Autonomy supportive practices allow for students’ perspectives, choices, and interests to be included in the activity, and the value and impact of the activity is made clear to them. Such environments have been found to engender confidence, motivation, engagement, and achievement in students, − factors that NISEP has also seen positive changes in among its student leader cohort.…”

Section: Leadershipmentioning

confidence: 99%

National Indigenous Science Education Program (NISEP): Outreach Strategies That Facilitate Inclusion

et al. 2021

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To ensure that the science, technology, engineering, and mathematics (STEM) workforce of the future is inclusive of diverse peoples and ideas, there is a need to ensure that STEM outreach activities that encourage students into STEM education and careers are inclusive of and provide equity for people from diverse racial/ethnic, socioeconomic, and academic backgrounds. Since 2004, the National Indigenous Science Education Program (NISEP), based at Macquarie University, Sydney, has been using best ethical and inclusion strategies to engage with Australian Aboriginal and Torres Strait Islander school students and their communities. This publication discusses the inclusion and equity strategies utilized by NISEP, including community consultation, student leadership and autonomy, volunteer mentors, and the respectful and best practice use of Indigenous knowledge. These factors have all contributed to NISEP's success in increasing Aboriginal and Torres Strait Islander students' aspiration toward and engagement with secondary and tertiary education.

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Effects of Autonomy Supportive vs. Controlling Teachers’ Behavior on Students’ Achievement

Cited by 14 publications

References 22 publications

Autonomy Orientations of English Language Teachers in Turkey

Autonomy Orientations of English Language Teachers in Turkey

Basic Psychological Needs of Undergraduate Students with and without High ADHD Symptomatology

National Indigenous Science Education Program (NISEP): Outreach Strategies That Facilitate Inclusion

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