Science adjustment, parental and teacher autonomy support and the cognitive orientation of science students

Abstract

Research has shown that autonomy support has positive effects on academic development, but no study has examined how systemizing cognitive orientation is related to important outcomes for science students, and how it may interact with autonomy support. This prospective investigation considered how systemizing and support from teachers and parents influence motivation, self-efficacy, and science performance of science students.288 high school students (143 females and 145 males) completed surveys at two times and records of their achievements were collected. Teachers' autonomy support and systemizing were significantly positively related to motivation, self-efficacy and achievement over time, while parental support for autonomy was not directly related to the outcomes. Finally, two significant interaction effects showed that the relation of parental autonomy support to motivation and self-efficacy was moderated by systemizing. This is the first study to

Untitled

“…In other words, teachers become important agents of socialization and sources of support outside the home environment for children (Almakadma & Ramisetty-Mikler, 2015). Jungert and Koestner (2015) reported that teacher's support for student's autonomy and systemizing are significantly related to motivation, self-efficacy, and achievement over time, but parental support for autonomy is not directly related to the outcomes. However, as parents become more involved with their children's education, they may be more likely to communicate with school personnel about their child's adjustment and behavior in class.…”

Pedagogical Foundations Of Informal Education Of Medical University Teachers

“…The literature review allowed us to identify professional autonomy of the teacher as a leading factor in teacher's readiness for non-formal education (Jungert, 2015;Nüñez, Fernández, León, & Grijalvo, 2015;Hyungshim & Reeve, 2016;Wermke & Höstfält, 2014;Ravikumar, Abdul Ghani, & Aziah, 2015). In pedagogy, autonomy is associated with the ability to develop freely, consciously, independently and responsibly within and outside the formal educational environment (Jiménez Raya, 2007).…”

The German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education: Adaption and Validation in a Sample of Lower Track Secondary School Students

“…Subjective values refer to the individual significance of achievement-related activities and outcomes (e.g., intrinsic value, which refers to the students’ beliefs about the learning activity itself). The effects of perceived teachers’ autonomy support on students’ self-efficacy and intrinsic value have been empirically assessed in different educational settings [ 61 , 62 , 63 , 64 , 65 ]. The findings indicated that autonomy-supportive teaching increases self-efficacy and intrinsic value.…”