Latent Motivational Change in an Academic Setting: A 3-Year Longitudinal Study.

Otis, Nancy; Grouzet, Frédérick M. E.; Pelletier, Luc G.

doi:10.1037/0022-0663.97.2.170

Cited by 330 publications

(276 citation statements)

References 43 publications

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“…It is a worrying observation that in the school context students' adaptive motivation decreases as they are getting older (e.g., Otis, Grouzet, & Pelletier, 2005). Among the reasons likely to account for this trend, teacher communication styles play a prominent role (e.g., Turner & Patrick, 2004).…”

Section: Discussionmentioning

confidence: 99%

“…The effects of an experimental programme to support students' autonomy on the overt behaviours of physical education teachers It is well established in the literature that students' intrinsic motivation levels decrease as they become older (e.g., Harter, 1981;Fredericks & Eccles, 2002;Otis, Grouzet, & Pelletier, 2005). While motivation is inherently an individual level variable, it can be greatly affected by contextual factors, such as teaching styles (Turner & Patrick, 2004;Turner, Meyer, Cox, Logan, DiCinto, & Thomas, 1998).…”

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confidence: 99%

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

2008

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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.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

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

2008

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“…This information is important particularly because it gives an indication for teachers and educational researchers interested in designing intervention aiming at increasing student motivation. Literature shows that there seems to be a fairly strong agreement across research tradition that intrinsic motivation tends to decrease over time (Ahmed, 2010;Bouffard et al, 2003;Corpus, McClintic-Gilbert & Hayenga, 2009;Harter, 1981;Otis et al, 2005). On the other hand, the developmental trends of extrinsic motivation are rather inconclusive.…”

Section: Developmental Changes Of Academic Motivationmentioning

confidence: 99%

Teacher–student interpersonal relationships and academic motivation within one school year: developmental changes and linkage

Opdenakker¹,

Maulana²,

Brok

2012

School Effectiveness and School Improvement

148

129

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Citation for published version (APA):Opdenakker, M. C., Maulana, R., & Brok, den, P. J. (2012). Teacher-student interpersonal relationships and academic motivation within one school year : developmental changes and linkage. School Effectiveness and School Improvement, 23 (1) Please check the document version of this publication:• A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences between the submitted version and the official published version of record. People interested in the research are advised to contact the author for the final version of the publication, or visit the DOI to the publisher's website.• The final author version and the galley proof are versions of the publication after peer review.• The final published version features the final layout of the paper including the volume, issue and page numbers. Link to publication General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal. The present study explored the developmental changes of teacher-student interpersonal relationships as well as that of academic motivation among firstgrade secondary school students. In addition, the link between teacher-student interpersonal behaviour and academic motivation across the school year was investigated. The data were collected 5 times within a school year, from 566 students of 20 mathematics and English classes, from 3 secondary schools in The Netherlands. Multilevel growth curve modelling was applied. Analysis of withinyear changes in teacher-student interpersonal relationships revealed that the quality of relationships decreased over time. The decrease was more pronounced for Proximity than for Influence. Moreover, students' controlled motivation increased slightly, while autonomous motivation decreased systematically over time. Teacher-student interpersonal relationships are significant predictors of autonomous motivation. Several determinants like subject taught, class type, teacher gender, and student gender can explain differences in developmental trajectories of both interpersonal behaviour and academic motivation over time.

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“…The most common extrinsic motivator is a reward. In the case of extrinsic motivation, the person views the activity as separate from the incentive to take part, and thus the activity itself may remain unpleasant (Otis, Grouzet, & Pelletier, 2005).…”

Section: Intrinsic and Extrinsic Reward-based Approaches To Restrictementioning

confidence: 99%

Teaching Children With Autism Spectrum Disorder With Restricted Interests

Gunn

Delafield‐Butt

2016

Review of Educational Research

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Inclusive education requires teachers to adapt to childrenÕs learning styles. Children with autism spectrum disorder bring challenges to classroom teaching, often exhibiting interests restricted to particular topics. Teachers can be faced with a dilemma either to accommodate these restricted interests (RIs) into teaching or to keep them out of the classroom altogether. In this article, we examined all peer-reviewed studies of teaching children with autism spectrum disorder with RIs published between 1990 and 2014. We to improve the social and educational experiences of all children, presenting a more pleasant and humane learning environment for everyone, as well as improving academic attainment (Briggs, 2004). Inclusion of children with SEN may require adaptations to the curriculum and classroom environment. In particular, children with autism have difficulties with learning, interacting and communicating with others, using an understanding language, thinking imaginatively and enjoying variation in activities, all of which are essential elements in classroom practice (Autism Working Group, 2002).Adaptive practices to the SEN of these children are therefore necessary and in some contexts, adequate provision is enshrined in law. 1 SEN for a particular child result from an interplay of several factors that fall broadly into four overlapping themes, of which disability and health is only one. The learning environment, family circumstances, and particular social and emotional needs of the child all contribute. Importantly, the styles of teaching and classroom practice that compose the learning environment can be a contributing factor, especially when educational practice does not take into adequate account a particular individualÕs circumstances and needs. In some cases, children with SEN may come up against barriers to learning and achievement as a result of an inflexible approach to the curriculum, to a schoolÕs ethos, or to teaching and learning methods that do not adapt to the SEN (Scottish Government, 2010).One prominent and practical concern for inclusion of ASD children into mainstream education is how best to work with restricted interests (RIs). These interests are objects or topics that ASD individuals pursue with focus and intensity, for example, demonstrating a fascination with hurricanes, that can restrict engagement with other objects or topics (Mancil & Pearl, 2008). In this paper we take inclusion to mean that children will be supported to work to the best of their ability and have their unique talents valued in the classroom, with teachers striving to provide enjoyable and effective learning experiences for all.!!! The restricted and repetitive interests of children with ASD pose particular challenges to teachers in mainstream settings. They can obstruct normal classroom practice and prevent curriculum teaching. And importantly, there is no consensus on how best to work with RIs in the classroom. On one hand, some teachers discipline and prohibit restrictive and repetitive interests to encour...

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Latent Motivational Change in an Academic Setting: A 3-Year Longitudinal Study.

Cited by 330 publications

References 43 publications

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

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

Teacher–student interpersonal relationships and academic motivation within one school year: developmental changes and linkage

Teaching Children With Autism Spectrum Disorder With Restricted Interests

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