The Effects of an Autonomy-Supportive Teaching Intervention on Chinese Physics Students and their Teacher

Zhang, Danhui; Bobis, Janette; Wu, Xiang-Ping; Cui, Yiran

doi:10.1007/s11165-018-9706-y

Cited by 23 publications

(18 citation statements)

References 59 publications

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“…First, and supporting Hypothesis 2, our results revealed an average trajectory of autonomy support characterized by high initial levels (4.114 on a 1 to 5 scale) and a slow increase over time. This is line with past longitudinal investigations showing that autonomy-supportive behaviors tended to increase over time (e.g., Cheon & Reeve, 2015;Langdon et al, 2017;Reeve & Cheon, 2016;Zhang et al, 2020), which might reflect either the fact that trainers gain experience or start to better know the trainees and their idiosyncratic needs for support (Day & Sin, 2011;Pelletier & Vallerand, 1996).…”

Section: Perceived Autonomy Support As a Predictor Of Motivation Trajectoriessupporting

confidence: 91%

“…For instance, when considering rank-order stability, research shows results consistent with a moderate level of stability (r =.50 to .70 over periods of one year of less) and decreases over time (r = .20 to .40 over periods longer than one year), consistent with the presence of situational influences on autonomy-supportive behaviors (e.g., Diseth et al, 2018;Jang et al, 2012;Olafsen, 2017). Likewise, longitudinal studies generally suggest that autonomy-supportive teaching practices tend to increase over time (e.g., Cheon & Reeve, 2015;Langdon et al, 2017;Reeve & Cheon, 2016;Zhang et al, 2020). These increases are consistent with the idea that, over time, trainers may be able to nurture training contexts that become increasingly autonomy-supportive over time as mastery of the basic skills covered earlier in the program allows them to better connect with the trainees' interests and preoccupations (Dysvik & Kuvaas, 2014).…”

Section: Trainer Autonomy Support As a Determinant Of Motivation Trajectoriessupporting

confidence: 59%

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Nature, predictor, and outcomes of motivation trajectories during a professional training program

Sandrin

Morin

Fernet

et al. 2021

European Journal of Work and Organizational Psychology

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Trainees' motivation is an important factor to consider in order to strengthen their learning, wellbeing, and involvement in training sessions. Unfortunately, prior research has often adopted a static (cross-sectional) and unidimensional perspective of training motivation, been limited by the consideration of a very limited range of outcomes, and failed to consider the possible predictors of trainees' motivation. To address these limitations, the present study examines the shape, determinants (autonomy-supportive behaviors), and outcomes (positive and negative affect, fatigue, engagement, learning, and satisfaction) of autonomous and controlled motivation trajectories over the course of a professional training program. A sample of 43 employees completed the measures on four occasions (first day, three weeks, 10 weeks, and 14 weeks) over the course of a 14-week professional training program. This study also relies on a burst design, whereby employees completed each measure twice (with a half-day interval) at each measurement occasion to achieve a more accurate representation of occasion-specific ratings. Results from three-level growth analyses (with the two bursts at Level 1, four occasions at Level 2, and participants at Level 3) showed that autonomous motivation, negative affect, learning, and satisfaction appeared to follow curvilinear trajectories, whereas autonomy support and positive affect followed linear trajectories. In contrast, controlled motivation, fatigue, and engagement levels remained stable over time, consistent with an intercept-only model. Furthermore, higher levels of autonomy support were associated with higher levels of autonomous motivation, and lower levels of controlled motivation over time. Finally, higher initial levels of autonomous motivation predicted higher levels of positive affect, learning, satisfaction, and engagement, and lower levels of fatigue over time, whereas higher initial levels of controlled motivation predicted higher levels of fatigue over time.

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Section: Perceived Autonomy Support As a Predictor Of Motivation Trajectoriessupporting

confidence: 91%

Section: Trainer Autonomy Support As a Determinant Of Motivation Trajectoriessupporting

confidence: 59%

Nature, predictor, and outcomes of motivation trajectories during a professional training program

Sandrin

Morin

Fernet

et al. 2021

European Journal of Work and Organizational Psychology

View full text Add to dashboard Cite

show abstract

“…In accordance with SDT´s claim for universality, a growing amount of studies has found evidence for its cross-cultural applicability in different cultures on every continent [22][23][24][25][26]. Moreover, SDT has repeatedly been applied in the educational context, and beneficial outcomes among students have effectively been targeted [27][28][29].…”

Section: Adolescent Well-being and Basic Psychological Need Satisfactionmentioning

confidence: 87%

Adolescent well-being and learning in times of COVID-19—A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation

et al. 2021

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The sudden switch to distance education to contain the outbreak of the COVID-19 pandemic has fundamentally altered adolescents’ lives around the globe. The present research aims to identify psychological characteristics that relate to adolescents’ well-being in terms of positive emotion and intrinsic learning motivation, and key characteristics of their learning behavior in a situation of unplanned, involuntary distance education. Following Self-Determination Theory, experienced competence, autonomy, and relatedness were assumed to relate to active learning behavior (i.e., engagement and persistence), and negatively relate to passive learning behavior (i.e., procrastination), mediated via positive emotion and intrinsic learning motivation. Data were collected via online questionnaires in altogether eight countries from Europe, Asia, and North America (N = 25,305) and comparable results across countries were expected. Experienced competence was consistently found to relate to positive emotion and intrinsic learning motivation, and, in turn, active learning behavior in terms of engagement and persistence. The study results further highlight the role of perceived relatedness for positive emotion. The high proportions of explained variance speak in favor of taking these central results into account when designing distance education in times of COVID-19.

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“…This autonomy is positively related to a learning outcome like academic achievement [28]. Recently, Zhang, Bobis, Wu and Cui [29] concluded in their work that increased student exposure to autonomy-supportive teaching approaches has been linked to enhanced students' perceptions of their learning environment over time in terms of autonomy and satisfaction of autonomy needs. Experimental studies conducted by Edmunds, Ntoumanis and Duda [30] and Cheon, Reeve and Moon [31] found that physical education teachers who were trained in autonomy support were able to use more autonomy-supportive strategies.…”

Section: Introductionmentioning

confidence: 99%

From Students’ Personal and Social Responsibility to Autonomy in Physical Education Classes

et al. 2019

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The objective of this study was to analyze the effect that the application of the personal and social responsibility model has on students’ perception of a teacher’s interpersonal style and on the perception of autonomy. A quasi-experimental design was used with a control group (n = 60) and an experimental group (n = 60) to which the intervention was applied. Participants were aged between 10 and 13 years. As the main results, the experimental group saw improvements in support for the autonomous interpersonal style, in the need for autonomy satisfaction and also in the perception of personal and social responsibility. Perception of the controlling style decreased. In conclusion, the use of this type of program in educational centers is recommended for its benefits with regard to students’ autonomy and personal and social responsibility.

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The Effects of an Autonomy-Supportive Teaching Intervention on Chinese Physics Students and their Teacher

Cited by 23 publications

References 59 publications

Nature, predictor, and outcomes of motivation trajectories during a professional training program

Nature, predictor, and outcomes of motivation trajectories during a professional training program

Adolescent well-being and learning in times of COVID-19—A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation

From Students’ Personal and Social Responsibility to Autonomy in Physical Education Classes

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