The impact of perceived autonomy support and autonomy orientation on orientations towards teaching and self-regulation at university

Martinek, Daniela; Zumbach, Jörg; Carmignola, Matteo

doi:10.1016/j.ijer.2020.101574

Cited by 15 publications

(10 citation statements)

References 51 publications

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“…The social context and relationships have a significant impact on basic psychological needs and well-being, being able to enhance or affect them [15], and are key to the influence that teachers have on student motivation [64]. This way, the more the teachers implement a motivating interpersonal style of autonomy support during their classes, the greater the student's involvement, levels of autonomy, competence, relationship, self-determined motivation [65] and involvement [22,34,35]. As a consequence, the closer and gentle treatment of the teacher with his students has been key since he has built trust and openness for meeting and discussion in classroom spaces.…”

Section: Discussionmentioning

confidence: 99%

“…This way, autonomy support practices are associated with greater academic involvement [10], as they have a significant positive impact on the regulation of autonomous learning. Perceiving autonomy seems to be an important predictor of academic involvement [35], although structure, related to the sense of competence, is also another key element for it. However, while autonomy refers to the degree of freedom that teachers allow their students to self-determine in the development of classes, structure refers to the clarity and quantity of information provided to students regarding how to achieve the objectives proposed in the classroom [14,34].…”

Section: Teacher's Motivating Interpersonal Style and Student Involvementmentioning

confidence: 98%

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Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students

2021

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Intervention studies based on Self-Determination Theory (SDT) in educational contexts prove the importance of the teacher’s motivating interpersonal style, promoting positive results in students’ motivation. However, college practices and processes have new challenges. This study examines the repercussions of an intervention program with autonomy support on students’ involvement. The sample was randomly divided into two groups, an intervention group composed of 12 teachers, aged between 25 and 56 years (M = 35.38; SD = 7.71) and 113 students, aged between 18 and 28 years (M = 20.53; SD = 2.42); and a control group consisting of 12 teachers, aged between 25 and 44 years (M = 35.11; SD = 5.79), 107 students, aged between 18 and 39 years (M = 21; SD = 3.68). Quantitative and qualitative data were collected on the motivating interpersonal style, satisfaction of basic psychological needs, academic motivation and student involvement. The results demonstrate in general the effectiveness of the intervention on the perception of autonomy support to improve student involvement; this relationship is mediated by the improvement of psychological needs and academic motivation. The results are discussed around the recommendation of motivational strategies that the higher education teacher should implement to promote students’ involvement.

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Section: Discussionmentioning

confidence: 99%

Section: Teacher's Motivating Interpersonal Style and Student Involvementmentioning

confidence: 98%

Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students

2021

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“…Specifically, autonomy support is situated as a central social trigger for the development of self-determined motivation in students (Zamzami and Corinne, 2019) and as a key element for greater academic achievement and permanence (Leenknecht et al, 2017), insofar as it seeks to enhance not only autonomy and competence but also social support, understood as a relationship with others, in recognition of the key role that others play for the experience of people (Stroet et al, 2013). In the opposite sense, a controlling style that does not enhance students' BPN, including frustration in relationships, is directly related to an increase in amotivation (Martinek et al, 2020). Incorporating activities in the classroom based on providing autonomy support can lead to a better student perception of classroom instruction, giving the teacher a higher grade, improving both their motivation and learning (Griffin, 2016), and fostering greater commitment with their studies and their performance (Bronson, 2016).…”

Section: Social and Personal Triggersmentioning

confidence: 99%

From Autonomy Support and Grit to Satisfaction With Life Through Self-Determined Motivation and Group Cohesion in Higher Education

2021

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Using the Self-Determination Theory as a framework, this study tests the predictive capacity of the teacher’s interpersonal style of autonomy support at a higher education institution, and the grit on the satisfaction of basic psychological needs, intrinsic motivation, group cohesion, and life satisfaction in university students. A sample composed of 489 Colombian university students (381 women and 108 men), aged between 18 and 41 years (M = 21.93; DT = 3.58), was used; they filled in the questionnaires that measured the variables of interest. After the analysis of structural equations, the results showed that the perception of teaching style of autonomy support and the grit positively predicted the basic psychological needs and these predicted the intrinsic motivation, which in turn predicted group cohesion and satisfaction with life. The model describes the possible importance of promoting the teacher’s interpersonal style of autonomy support within the university setting in the search for satisfaction with life along with the active role of the student through the mediation of the satisfaction of basic psychological needs, increased quality motivation, and high group cohesion.

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“…Teaching support is closely associated with students' learning satisfaction and learning outcomes (Wang et al, 2021). Teachers with teaching autonomy are likely to foster their students' autonomy in class and to have the freedom to autonomously regulate their learning processes (Martinek et al, 2020). Moreover, teachers' perceived teaching support enhances their teaching efficacy and teaching outcomes in different educational settings.…”

Section: Literature Teaching Supportmentioning

confidence: 99%

Chinese University EFL Teachers' Perceived Support, Innovation, and Teaching Satisfaction in Online Teaching Environments: The Mediation of Teaching Efficacy

2021

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This study investigated the relationships between university EFL teachers' perceived teaching support, teacher innovation, and teaching satisfaction in online teaching environments, especially the mediating role of teaching efficacy. The results of an online questionnaire survey with 473 university EFL teachers revealed that although online peer support did not directly make any difference to teacher innovation and teaching satisfaction, greater perceived support in the form of teaching resources and teaching autonomy improved university EFL teachers' online teaching satisfaction. Online teaching efficacy significantly mediated the relationships between teaching support and teacher innovation and satisfaction. The results offer significant implications for improving the effectiveness of EFL teaching and promoting university EFL teachers' innovation and satisfaction in online teaching environments.

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The impact of perceived autonomy support and autonomy orientation on orientations towards teaching and self-regulation at university

Cited by 15 publications

References 51 publications

Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students

Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students

From Autonomy Support and Grit to Satisfaction With Life Through Self-Determined Motivation and Group Cohesion in Higher Education

Chinese University EFL Teachers' Perceived Support, Innovation, and Teaching Satisfaction in Online Teaching Environments: The Mediation of Teaching Efficacy

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