Enhancing Students' Engagement by Increasing Teachers' Autonomy Support

Reeve, Johnmarshall; Jang, Hyungshim; Carrell, Dan; Jeon, Seongmin; Jon,

doi:10.1023/b:moem.0000032312.95499.6f

Cited by 1,122 publications

(990 citation statements)

References 35 publications

Supporting

Mentioning

860

Contrasting

Unclassified

Order By: Relevance

“…Connell and Wellborn (1991) emphasis the role of relatedness and autonomy in academic engagement. Reeve et al (2004) in their studies show that if teachers support students' sense of autonomy academic engagement may increase. Hejazi et al (1393) conducted a study on the relationship between teacher and student, and school engagement which basic psychological needs play as the mediator.…”

Section: Introductionmentioning

confidence: 97%

Structural Modeling on the Relationship between Basic Psychological Needs, Academic Engagement, and Test Anxiety

Maralani¹,

Lavasani²,

Elaheh³

2016

JEL

View full text Add to dashboard Cite

Some of the key issues in educational psychology are the way of students' engagement at school, controlling anxiety, and academic achievement. In line with that, the purpose of the present study is to determine the relationship between variables that are basic psychological needs, academic engagement, and test anxiety with regard to structural equation modeling. Therefore, the cluster sampling of 289 female students of Hamedan province was carried out in some phases. Also, the participants were supposed to fill some questionnaires on aspects of academic engagement (Reeve & Tseng, 2011), basic psychological needs (La Guardia, 2000), and Ahwaz inventory test anxiety (2002). The results of structural equation modeling show that exogenous variable of basic psychological needs effects directly positive and significantly on academic engagement; also, effects directly negative and meaningfully on test anxiety. However, the indirect effect on test anxiety because of academic engagement is not significant. The justification is that the relationship between academic engagement and test anxiety is not meaningful. According to findings, basic psychological needs can be highlighted as the most important factor so as to increase academic engagement of students, and decrease their test anxiety.

show abstract

Section: Introductionmentioning

confidence: 97%

Structural Modeling on the Relationship between Basic Psychological Needs, Academic Engagement, and Test Anxiety

Maralani¹,

Lavasani²,

Elaheh³

2016

JEL

View full text Add to dashboard Cite

show abstract

“…This limitation was addressed in the Reeve et al (2004) study. In order to assess the effects of an autonomy supportive training programme on teachers' behaviours, the experimenters developed an observational grid differentiating the following four aspects of an autonomy-supportive interpersonal style: nurture inner motivational resources; rely on informational, non-controlling language; promote value in uninteresting activities; and acknowledge and accept students' expressions of negative affect.…”

mentioning

confidence: 99%

“…The Reeve et al (2004) study is, however, the only quasi-experimental one that has been conducted in a naturalistic teaching context. Thus, it needs to be replicated, preferably with a different school subject such as PE.…”

mentioning

confidence: 99%

The effects of an experimental programme to support students’ autonomy on the overt behaviours of physical education teachers

2008

View full text Add to dashboard Cite

Although the benefits of autonomy supportive behaviours are now well established in the literature, very few studies have attempted to train teachers to offer a greater autonomy support to their students. In fact, none of these studies has been carried out in physical education (PE). The purpose of this study is to test the effects of an autonomy-supportive training on overt behaviours of teaching among PE teachers. The experimental group included two PE teachers who were first educated on the benefits of an autonomy supportive style and then followed an individualised guidance programme during the 8 lessons of a teaching cycle.Their behaviours were observed and rated along 3 categories (i.e., autonomy supportive, neutral and controlling) and were subsequently compared to those of three teachers who formed the control condition. The results showed that teachers in the experimental group used more autonomy supportive and neutral behaviours than those in the control group, but no difference emerged in relation to controlling behaviours. We discuss the implications for schools of our findings.

show abstract

“…Applying reasoning from self-determination theory Ryan, 1985, 2000), which states that people benefit from autonomy support Reeve and Tseng (2011), found that children confronted with a controlling teacher displayed higher physiological stress during a learning activity than children confronted with an autonomysupportive teacher. The school context is of particular importance for the present study because autonomy has been previously shown to positively affect areas that are relevant for children's psychological well-being (Ryan and Grolnick, 1986), motivation (Reeve et al, 2004), and performance in school (Black and Deci, 2000).…”

Section: Introductionmentioning

confidence: 99%

“…Considering the vast literature on the impact of autonomy-supportive social environments in the school context on different aspects of well-being and motivation (Ryan and Grolnick, 1986;Reeve et al, 2004;Black and Deci, 2000), the present study examines the effect of autonomy-supportive social environments in a school context, more precise in physical education. This setting is considered as particularly important, as positive experiences in physical education classes are seen as an important aspect contributing to a more active life-style and therefore can contribute to a healthier life (Hagger et al, 2003).…”

Section: Introductionmentioning

confidence: 99%

The effects of autonomy support on salivary alpha-amylase: The role of individual differences

Sieber

Schüler

Wegner

2016

Psychoneuroendocrinology

View full text Add to dashboard Cite

a b s t r a c tThe empirical evidence for the relationship between autonomy-supportive environments and physiological stress is inconsistent. Whereas some studies report a decrease in stress in autonomy-supportive environments, other studies show a negative effect of autonomy on physiological stress. As previous research has not considered individual differences within this relationship, the present research aims to close this empirical gap by proposing that an implicit autonomy disposition, which is defined as a dispositional preference for self-determination, serves as a moderator. In an experiment, we tested whether the autonomy disposition moderates the effect of different teaching styles (controlling, autonomy-supportive, and neutral) on the acute physiological stress response (salivary alpha-amylase) in adolescents (N = 69). The study revealed that participants with a high implicit autonomy disposition displayed lower salivary alpha-amylase responses when exposed to autonomy-supportive vignettes compared to when they were exposed to controlling or neutral teaching styles. The opposite pattern was found in students with a low implicit autonomy disposition. The results illustrate that experimentally induced variations in autonomy support lead to different physiological stress responses, depending on individual differences in the implicit autonomy disposition.

show abstract

Enhancing Students' Engagement by Increasing Teachers' Autonomy Support

Cited by 1,122 publications

References 35 publications

Structural Modeling on the Relationship between Basic Psychological Needs, Academic Engagement, and Test Anxiety

Structural Modeling on the Relationship between Basic Psychological Needs, Academic Engagement, and Test Anxiety

The effects of an experimental programme to support students’ autonomy on the overt behaviours of physical education teachers

The effects of autonomy support on salivary alpha-amylase: The role of individual differences

Contact Info

Product

Resources

About