Teaching in Ways That Support Students' Autonomy

Empirical Research in Teaching and Learning: Contributions from Social Psychology

Volumn , Issue , 2011, Pages 90-103

  Reeve, Johnmarshall ^a  

^a Korea University   (South Korea)

Author keywords

Nurturing inner motivational resources teachers, expecting students' autonomy; SDT approach to student motivation students' inner motivational resources, classroom engagement and effective functioning; Student autonomy one's actions emanating from oneself, being one's own; Student functioning, positive high autonomy in learning, teachers supporting autonomy; Students, and what they need from teachers engaging freely and productively in learning activities; Teachers, benefitting from giving autonomy support; Teachers, learning to become more autonomy supportive toward students; Teaching in ways supporting students' autonomy; Theoretical framework, and teaching recommendations and self determination theory (SDT); Using noncontrolling, informational language helping students to diagnose, understand and solve problems

Indexed keywords

EID: 84864089754     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1002/9781444395341.ch5     Document Type: Chapter

References (30)

1. Assor, A., Kaplan, H., Kanat-Maymon, Y., & Roth, G. (2005). Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15, 397-413.
2. Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teaching behaviors predicting students' engagement in schoolwork. British Journal of Educational Psychology, 27, 261-278.
3. Black, A. E.,&Deci, E. L. (2000). The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84, 740-756.
4. Chirkov, V., & Ryan, R. M. (2001). Parent and teacher autonomy-support in Russian and U.S. adolescents: Common effects on well-being and academic motivation. Journal of Cross Cultural Psychology, 32, 618-635.
5. deCharms, R. (1976). Enhancing motivation: Change in the classroom. New York: Irvington. Deci, E. L., La Guardia, J. G., Moller, A. C., Scheiner, M. J., & Ryan, R. M. (2006). On the benefits of giving as well as receiving autonomy support: Mutuality in close friendships. Personality and Social Psychology Bulletin, 32, 313-327.
6. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
7. Deci, E. L., Schwartz, A., Sheinman, L.&Ryan, R. M. (1981). An instrument to assess adult's orientations toward control versus autonomy in children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73, 642-650.
8. Hickey, D. T. (1997). Motivation and contemporary socio-constructivist instructional perspectives. Educational Psychologist, 32, 175-193.
9. Hickey, D. T. (1997). Motivation and contemporary socio-constructivist instructional perspectives. Educational Psychologist, 32, 175-193.
10. Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically-oriented Korean students? Journal of Educational Psychology, 101, 644-661.
11. Nix, G. A., Ryan, R. M., Manly, J. B., & Deci, E. L. (1999). Revitalization through selfregulation: The effects of autonomous and controlled motivation on happiness and vitality. Journal of Experimental Social Psychology, 35, 266-284.
12. Nix, G. A., Ryan, R. M., Manly, J. B., & Deci, E. L. (1999). Revitalization through selfregulation: The effects of autonomous and controlled motivation on happiness and vitality. Journal of Experimental Social Psychology, 35, 266-284.
13. Reeve, J. (2006a). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. Elementary School Journal, 106, 225-236.
14. Reeve, J. (2006b). Extrinsic rewards and inner motivation. In C. Weinstein & T. L. Good (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 645-664). Hillsdale, NJ: Lawrence Erlbaum.
15. Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44, 159-175.
16. Reeve, J.,Deci, E. L.&Ryan, R.M. (2004). Self-determination theory:Adialectical framework for understanding the sociocultural influences on student motivation. In D. McInerney & S. Van Etten (Eds.), Research on sociocultural influences on motivation and learning: Big theories revisited (Vol. 4, pp. 31-59). Greenwich, CT: Information Age Press.
17. Reeve, J.,&Jang, H. (2006). What teachers say and do to support students' autonomy during a learning activity. Journal of Educational Psychology, 98, 209-218.
18. Reeve, J., Jang, H., Carrell, D., Barch, J., & Jeon, S. (2004). Enhancing high school students' engagement by increasing their teachers' autonomy support. Motivation and Emotion, 28, 147-169.
19. Reeve, J., Jang, H., Hardre, P., & Omura, M. (2002). Providing a rationale in an autonomysupportive way as a strategy to motivate others during an uninteresting activity. Motivation and Emotion, 26, 183-207.
20. Reeve, J., Nix, G., & Hamm, D. (2003). Testing models of the experience of selfdetermination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95, 375-392.
21. Rogers, C. R. (1969). Freedom to learn. Columbus, OH: Merrill.
22. Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99, 761-774.
23. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
24. Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3-33). Rochester, NY: University of Rochester Press.
25. Sheldon, K. M., & Krieger, L. (2004). Does law school undermine law students? Examining change in goals, values, and well-being. Behavioral Sciences and the Law, 22, 261-286.
26. Sierens, E., Vansteenkiste, M., Goossens, L., Soenens, B.&Dochy, F. (2009). The synergistic relationship of perceived autonomy support and structure in the prediction of selfregulated learning. British Journal of Educational Psychology, 79, 57-68.
27. Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581.
28. Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581.
29. Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic role of intrinsic goals and autonomy support. Journal of Personality and Social Psychology, 87, 246-260.
30. Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70, 115-126.