Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature

Stroet, Kim; Opdenakker, Marie-Christine; Minnaert, Alexander

doi:10.1016/j.edurev.2012.11.003

Cited by 302 publications

(359 citation statements)

References 86 publications

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“…Other studies confirm these results, ascertaining that the strategies of autonomy support are translated into a perception of autonomy support in students (Ntoumanis, 2005;Standage, Duda, & Ntoumanis, 2005). Cheon and Reeve (2013) affirm that teachers are an important element for generating positive consequences in their students, guaranteeing the perception of autonomy by the learners themselves (Stroet et al, 2013) above the autonomy support encouraged in the intervention.…”

Section: Discussionsupporting

confidence: 59%

The effects of autonomy support in physical education classes [Efectos del soporte de autonomía en clases de educación física].

Moreno‐Murcia

Sánchez-Latorre

2016

rev. int. cienc. deporte

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The aim of this study was to analyze the behavioral, affective and cognitive effects that an intervention based on autonomy support has in physical education classes. The sample consisted of 145 students aged between 10 and 12 (M = 10.37; SD = .68). The experimental group (n = 91) consisted of four groups (two fifth grade and two sixth) and control group (n = 54) for a fifth year and one sixth of primary education. Autonomy support, the basic psychological needs, intrinsic motivation, importance attributed to physical education and the rate of regular physical activity were measured. Before the study began, the instructor involved participated in a workshop on autonomy support. During the same he was taught the concepts advocated by the SDT motivation and behavior training to facilitate greater levels of autonomy support, in addition to lowering the driver style statements in their classes. After the intervention (21 programmed physical education classes in four months), the results showed that the experimental group experienced significant increases in autonomy, intrinsic motivation, importance of physical education, intention to do sport and regular physical activity. Autonomy support in students had positive cognitive, affective and behavioral consequences.Key words: self-determination theory; intervention; motivation, adherence; physical exercise. AbstractCorrespondence/correspondencia: Juan Antonio Moreno-Murcia Universidad Miguel Hernández de Elche. Spain Email: j.moreno@umh.es El objetivo de este estudio fue analizar los efectos comportamentales, afectivos y cognitivos de una intervención basada en el soporte de autonomía en clases de educación física. La muestra estuvo compuesta por 145 estudiantes con edades comprendidas entre los 10 y 12 años (M = 10.37; SD = .68). El grupo experimental (n = 91) estuvo compuesto por cuatro grupos (dos de quinto curso y dos de sexto) y el grupo control (n = 54) por un curso de quinto y otro de sexto de educación primaria. Se midió el soporte de autonomía, las necesidades psicológicas básicas, la motivación intrínseca, la importancia atribuida a la educación física, la intención de práctica de actividad física y tasa de actividad física habitual. Antes de que el studio empezara, se llevó a cabo un seminario de soporte de autonomía con el docente. Durante el mismo se le enseñó los conceptos de motivación propugnados por la SDT y los comportamientos de formación para facilitar mayores niveles de apoyo a la autonomía, además de bajar las declaraciones de estilo controlador en sus clases. Tras la intervención (21 clases de educación física programadas en cuatro meses), los resultados mostraron incrementos significativos en el grupo experimental en autonomía, motivación intrínseca, importancia a la educación física, intención de práctica y actividad física habitual. El soporte de autonomía en los estudiantes tuvo consecuencias positivas cognitivas, afectivas y comportamentales.Palabras clave: teoría de autodeterminación; intervención; motivación, adherencia; ejercicio físico....

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Section: Discussionsupporting

confidence: 59%

The effects of autonomy support in physical education classes [Efectos del soporte de autonomía en clases de educación física].

Moreno‐Murcia

Sánchez-Latorre

2016

rev. int. cienc. deporte

View full text Add to dashboard Cite

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“…In Self-Determination Theory (SDT, Deci and Ryan 1985;Ryan and Deci 2000), it is assumed that curiosity about the environment and interest in both learning and skill development are inherent in human nature; the daily practices in a classroom can, however, either foster or undermine these volitional motivational processes. Whereas SDT research is clear in showing that positive learning outcomes accrue in classrooms that support students' needs for autonomy, competence, and relatedness (for reviews see Reeve 2002Reeve , 2009Niemiec and Ryan 2009;Stroet et al 2013), much less is known about the multiple ways in which need supportive teaching is manifested in practice. The present study is positioned within the increasing number of studies focused on gaining in-depth understanding of what is going on in classrooms (Stefanou et al 2004;Perry et al 2006) as we conducted a fine-grained comparison between typical manifestations of need supportive teaching in schools with contrasting educational approaches.…”

Section: Introductionmentioning

confidence: 99%

Need supportive teaching in practice: a narrative analysis in schools with contrasting educational approaches

2015

Self Cite

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Research on self-determination theory (SDT) has shown that positive learning outcomes accrue in classrooms that support students' needs for autonomy, competence, and relatedness. Studies on what need supportive teaching entails in practice are, however, scarce. In the present study, we aimed to gain in-depth understanding of typical manifestations of the positive (autonomy support, structure, involvement) and negative (autonomy thwart, chaos, disaffection or reject) dimensions of need supportive teaching by relating these to educational approaches of schools. For this purpose, we conducted a narrative analysis of teacher-student interactions in two contrasting cases: A prototypical traditional class and a prototypical social constructivist class. In both classes, we analysed lessons in math and in mother language spread over the grade-7 year of secondary education. The results indicated striking differences between both classes in manifestations of need supportive teaching as well as similarities. The findings have implications for translating SDT to educational practice as they help make concrete the theoretical construct of need supportive teaching as well as further understanding of how SDT-interventions can be implemented in practice.

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“…The provision of involvement by teachers can foster students' need for relatedness and the provision of structure (e.g. providing clear guidelines) can foster students' need for competence (Stroet et al 2013). This study specifically focused on teaching strategies that are aimed at supporting students' need to feel autonomous.…”

Section: Introductionmentioning

confidence: 99%

Motivational teacher strategies: the role of beliefs and contextual factors

Hornstra

Mansfield

Veen³

et al. 2015

Learning Environ Res

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Teachers are key actors who shape the learning environment and whose main tasks include motivating students to learn. Teachers can differ in the way in which they try to motivate students to learn and their motivational strategies can vary from autonomysupportive to controlling. The present study explored how teachers' personal beliefs and contextual factors relate to their self-reported autonomy-supportive or controlling motivational strategies. Nine grade six teachers at schools with varying student populations were interviewed. Based on their self-reported motivational strategies, two clusters of teachers were distinguished: teachers who mainly reported autonomy-supportive strategies and teachers who mainly reported controlling motivational strategies. The strategies of autonomy-supportive teachers aligned well with their personal beliefs and preferences, whereas some teachers in the controlling cluster would prefer more autonomy-supportive strategies. Underlying reasons for more controlling teaching strategies were mainly contextual, including 'factors from above' such as national standards or high-stakes testing, but mainly 'factors from below' referring to negative perceptions of students' abilities, behaviour, background characteristics or motivation. Implications are drawn and suggestions for further research are provided.

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Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature

Cited by 302 publications

References 86 publications

The effects of autonomy support in physical education classes [Efectos del soporte de autonomía en clases de educación física].

The effects of autonomy support in physical education classes [Efectos del soporte de autonomía en clases de educación física].

Need supportive teaching in practice: a narrative analysis in schools with contrasting educational approaches

Motivational teacher strategies: the role of beliefs and contextual factors

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