Facilitating Student Outcomes by Supporting Autonomy: Implications for Practice and Policy

Patall, Erika A.; Zambrano, Jeanette

doi:10.1177/2372732219862572

Cited by 49 publications

(40 citation statements)

References 60 publications

(82 reference statements)

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“…Based upon our results, as well as those demonstrated by Patall et al and Stefanou et al, it can be suggested that by providing students with the freedom of choice in an autonomy-supportive learning environment, students can follow their own interest and learning path [10,12]. This may lead to engagement and relatedness towards others in the course or even towards patients in pain.…”

Section: Course Setup and Basic Psychological Needssupporting

confidence: 82%

“…To stimulate students’ autonomy, teachers can use autonomy-supportive teaching strategies that are based on three main principles: offering choices in learning, providing a rationale for learning, and organizing learning in accordance with the learners’ perspective and interests [ 3 , 10 ]. As demonstrated by Garcia and Pintrich, giving choices, even as little as decision making, positively influenced students’ intrinsic goal orientation, task value, and self-efficacy [ 11 ].…”

Section: Introductionmentioning

confidence: 99%

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Evaluation of a Multidisciplinary Bachelor Course on Pain with Autonomy-Supportive Teaching Strategies through the Lens of Self-Determination Theory

2021

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To stimulate learners’ autonomy, autonomy-supportive teaching strategies were included in the design of a multidisciplinary elective course on pain. During this course, students explored pain from different disciplinary angles, i.e., from biomedical, psychological, arts, philosophical, and anthropological perspectives. In the course, autonomy was stimulated by giving students freedom of choice, especially in their final assignments. The aim of this study was to explore students’ freedom of choice and students’ perceptions of the multidisciplinary course on pain, particularly students’ perception of autonomy in the light of self-determination theory (SDT). To address the aim of this study, a mixed methods approach was used. Directed content analysis was conducted on a reflective part of the final individual assignment and was used to find categories fitting within SDT and also outside it. In addition to this, the diversity of topics as well as different disciplines present in the final individual assignments was explored to demonstrate students’ freedom of choice. This study shows that the course setup supported students’ autonomy and relatedness and stimulated students’ interest in and relevance to pain. Moreover, it stimulated students’ freedom of choice and stimulated curiosity towards disciplines such as arts and philosophy. Therefore, it can be concluded that we successfully developed a multidisciplinary course on pain in which students are exposed to different autonomy-supportive teaching strategies based on the SDT framework.

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Section: Course Setup and Basic Psychological Needssupporting

confidence: 82%

Section: Introductionmentioning

confidence: 99%

Evaluation of a Multidisciplinary Bachelor Course on Pain with Autonomy-Supportive Teaching Strategies through the Lens of Self-Determination Theory

2021

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“…Similarly, TAS has also been found to predict greater need satisfaction, engagement, and well-being among many other positive outcomes (Patall & Zambrano, 2019). Fredricks et al (2010) found that teachers who included the freedom of choice alongside providing feedback and promoting active learning engendered a more stimulating learning environment and contributed to passion development over time.…”

Section: Autonomy Support and Passionmentioning

confidence: 99%

“…Moreover, students from autonomy-supportive classrooms experienced enhanced academic self-regulation, as well as overall psychological adjustment, enhanced learning, higher performance, and persistence (Patall et al, 2018). Given the many positive outcomes deriving from TAS, it is worthwhile pursuing research about the relationship between TAS and passion as most studies have thus far only suggested that teachers are either mostly indifferent or controlling in their classrooms (Patall & Zambrano, 2019). In addition, results from Mageau et al (2009) showed a similar pattern of findings in which individuals with parents who are autonomy supportive were more likely to experience HP versus OP.…”

Section: Autonomy Support and Passionmentioning

confidence: 99%

A Novel Approach to Looking at the Role of Autonomy Support in the Development of Passion in Education

Chichekian¹,

Rahimi²,

Verner‐Filion³

2021

Preprint

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The current research demonstrates a novel approach to investigating the role ofperceived teacher and parental autonomy support in college students’ ( N = 970 with376 males, 594 females) passion for science. Based on the Dualistic Model of Passionwhich posits the existence of a harmonious (HP) and obsessive (OP) passion, weadopted a 2 x 2 model (Gaudreau & Thompson, 2010) to test if low and high levels ofperceived parental and teacher autonomy support were differentially associated withstudents’ harmonious and obsessive passion. First, students' perceptions of high levels of both teacher and parental autonomy support rendered the highest means in HP and OP. Second, students who demonstrated high levels of only teacher autonomy support also displayed high levels of HP and OP. Third, OP levels were lowest when teacher autonomy support was low, while those from parents were high. Finally, perceived low support from both parents and teachers was not as ideal as having only support from parents to keep OP at the lowest levels. In sum, the results demonstrate the benefits of having both forms of autonomy support and highlight the outcomes associated with single-sided or low support. Practical implications highlight the importance of considering sources outside of students’ immediate learning environment when designing interventions based on autonomy support.

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“…Þannig er sjálfraeði nemenda tengt áhugahvöt, sjálfstjórn og skuldbindingu nemenda til náms, námsskilningi, námsgengi, sjálfstrausti, sköpunargleði og vellíðan, svo eitthvað sé nefnt (sjá nánar í Reeve, 2009;Su og Reeve, 2011). Nýlegri rannsóknir hafa einnig staðfest þessar niðurstöður (til daemis Jang, Reeve og Halusic, 2016;Núnez og León, 2019;Patall og Zambrano, 2019;Yu, Li, Want og Zhang, 2016).…”

Section: Inngangurunclassified

„Ég er alltaf glaðari og ég er miklu sjálfstæðari en ég var“: Starfshættir í grunnskóla sem styður sjálfræði nemenda

Kaldalóns¹

2021

Netla

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Viðfangsefni þessarar greinar er að varpa ljósi á starfshætti í grunnskóla sem hefur sjálfsákvörðunarkenningar að faglegu leiðarljósi. Samkvæmt þeim er sjálfræði nemenda grundvöllur sjálfstjórnar, áhuga og velfarnaðar í námi og því mikilvægt að styðja sjálfræði nemenda. Rannsóknir í íslenskum grunnskólum á stuðningi við sjálfræði eru fáar, en rannsókn frá 2015 sýnir að hann er víða lítill. Hér er sagt frá tilviksrannsókn í 8.–10. bekk þar sem gerð var vettvangsathugun sjö skóladaga vorið 2018 og fimm daga vorið 2019, tekin þrjú rýnihópaviðtöl við fjóra nemendur (samtals 12) og átta einstaklingsviðtöl við fimm starfsmenn. Einnig var unnið úr gögnum úr sjálfsmati skólans. Markmið með rannsókninni var að kanna hvort og hvernig áherslur og starfshættir í grunnskólanum NÚ styðja sjálfræði nemenda og kanna upplifun og reynslu nemenda af þeim. Rannsókninni er ætlað að varpa ljósi á starfshætti sem styðja sjálfræði nemenda og gildi þeirra fyrir nemendur. Niðurstöður sýndu að víða mátti sjá stuðning við sjálfræði nemenda í skólastarfinu, til dæmis með möguleikum nemenda á vali og hvetjandi samskiptum. Formgerð sem er ætlað að styðja sjálfræði nemenda er í stöðugri þróun. Til dæmis var hannað hvatakerfi sem umbunar nemendum með auknu frelsi fyrir verkefnaskil og góða framkomu. Vendinám, leiðsagnarmat og upplýsingatækni gegndu jafnframt lykilhlutverki í að halda utan um nám og verkefnaskil hvers nemanda. Þá var áhersla á sjálfsskoðun nemenda og persónulegan vöxt fléttuð inn í allt skólastarfið, til dæmis með núvitundarkennslu, markþjálfasamtölum og hugarfarsþjálfun. Reynsla nemenda af skólastarfinu var góð. Þeir töldu að skólavistin efldi sjálfstæði þeirra, þeim fannst gaman í skólanum og þeir fundu tilgang með námi sínu við skólann. Margt má læra af starfsháttum skóla þar sem stöðugt er verið að þróa námsskipulag sem styður vöxt og sjálfræði nemenda, auk þess sem jafnframt er stuðlað að ánægju og sjálfsábyrgð nemenda.

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Facilitating Student Outcomes by Supporting Autonomy: Implications for Practice and Policy

Cited by 49 publications

References 60 publications

Evaluation of a Multidisciplinary Bachelor Course on Pain with Autonomy-Supportive Teaching Strategies through the Lens of Self-Determination Theory

Evaluation of a Multidisciplinary Bachelor Course on Pain with Autonomy-Supportive Teaching Strategies through the Lens of Self-Determination Theory

A Novel Approach to Looking at the Role of Autonomy Support in the Development of Passion in Education

„Ég er alltaf glaðari og ég er miklu sjálfstæðari en ég var“: Starfshættir í grunnskóla sem styður sjálfræði nemenda

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