Why autonomy-supportive interventions work: Explaining the professional development of teachers’ motivating style

Teaching and Teacher Education

Volumn 69, Issue , 2018, Pages 43-51

  Cheon, Sung Hyeon ^a   Reeve, Johnmarshall ^b   Lee, Youngsun ^c   Lee, Jae won ^d  

^a Kangwon National University   (South Korea)

^b Korea University   (South Korea)

^c Inha University   (South Korea)

^d Yongin University   (South Korea)

Author keywords

ASIP; Autonomy support; Intervention; Intrinsic goals; Self determination theory; Teaching efficacy

Indexed keywords

EID: 85033567480     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2017.09.022     Document Type: Article

References (37)

1. Assor, A., Kaplan, H., Roth, G., Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teaching behaviors predicting students’ engagement in schoolwork. British Journal of Educational Psychology 27 (2002), 261–278.
2. Bandura, A., Social foundations of thought and action. 1986, Prentice-Hall, Englewood Cliffs, NJ.
3. Chatzisarantis, N.L., Hagger, M.S., Effects of an intervention based on self- determination theory on self-reported leisure-time physical activity participation. Psychology and Health 24 (2009), 29–48.
4. Cheon, S.H., Reeve, J., A classroom-based intervention to help teachers decrease students’ amotivation. Contemporary Educational Psychology 40 (2015), 99–111.
5. Cheon, S.H., Reeve, J., Moon, I.S., Experimentally based, longitudinally designed, teacher-focused intervention to help physical education teachers be more autonomy supportive toward their students. Journal of Sport and Exercise Psychology 34 (2012), 365–396.
6. Cheon, S.H., Reeve, J., Song, Y.-G., A teacher-focused intervention to decrease PE students’ amotivation by increasing need satisfaction and decreasing need frustration. Journal of Sport and Exercise Psychology 38 (2016), 217–235.
7. Cheon, S.H., Reeve, J., Yu, T.H., Jang, H.-R., The teacher benefits from giving autonomy support during physical education instruction. Journal of Sport and Exercise Psychology 36 (2014), 331–346.
8. Deci, E.L., Schwartz, A., Sheinman, L., Ryan, R.M., 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 (1981), 642–650.
9. Faul, F., Erdfelder, E., Lang, A.-G., Buchner, A., G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods 39 (2007), 175–191.
10. Hu, L., Bentler, P.M., Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling 6 (1999), 1–55.
11. Jang, H.-R., Teachers’ intrinsic versus extrinsic instructional goals predict their classroom motivating styles. 2017 (Manuscript submitted for publication).
12. Joreskog, K.G., Sorbom, D., LISREL 8.80 for windows [computer software]. 2006, Scientific Software International, Lincolnwood, IL.
13. Kasser, T., Ryan, R.M., Further examining the American dream: Differential correlates of intrinsic and extrinsic goals. Personality and Social Psychology Bulletin 22 (1996), 280–287.
14. Kasser, T., Ryan, R.M., Be careful what you wish for: Optimal functioning and the relative attainment of intrinsic and extrinsic goals. Schmuck, P., Sheldon, K.M., (eds.) Life goals and well-being: Towards a positive psychology of human striving, 2001, Hogrefe & Huber Publishers, Goettingen, Germany, 116–131.
15. Klassen, R.M., Bong, M., Usher, E.L., Chong, W.H., Huan, V.S., Wong, I.Y.F., et al. Exploring the validity of a teachers’ self-efficacy scale in five countries. Contemporary Educational Psychology 34 (2009), 67–76.
16. Kline, R.B., Principles and practice of structural equation modeling. 3rd ed., 2011, Guilford Press, New York, NY.
17. Liaw, E.-C., Application of computer-mediated communication on teacher efficacy during school-based field experience. Teaching and Teacher Education 65 (2017), 81–90.
18. Maxwell, S.E., Sample size and multiple regression analysis. Psychological Methods 5 (2000), 434–458.
19. McAuley, E., Duncan, T., Tammen, V.V., Psychometric properties of the intrinsic motivation inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly for Exercise and Sport 60 (1989), 48–58.
20. Ng, J.Y.Y., Lonsdale, C., Hodge, K., The basic needs satisfaction in sport scale (BNSSS): Instrument development and initial validity evidence. Psychology of Sport & Exercise 12 (2011), 257–264.
21. Preacher, K.J., Hayes, A.F., Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods 40 (2008), 879–891.
22. Quiles, M.R., Moreno-Murcia, J.A., Lacarcel, J.A., The support of autonomy and self- determined motivation for teaching satisfaction. European Journal of Education and Psychology 8 (2015), 68–75.
23. Reeve, J., Cheon, S.H., Teachers become more autonomy supportive after they believe it is easy to do. Psychology of Sport and Exercise 22 (2016), 178–189.
24. Rodgers, W.M., Markland, D., Selzler, A.-M., Murray, T.C., Wilson, P.M., Distinguishing perceived competence and self-efficacy: An example from exercise. Research Quarterly for Exercise and Sport 85 (2014), 527–539.
25. Ryan, R.M., Deci, E.L., Self-determination Theory: Basic psychological needs in motivation, development, and wellness. 2017, Guilford Press, New York.
26. Sebire, S., Standage, M., Vansteenkiste, M., Development and validation of the goal content for exercise questionnaire. Journal of Sport & Exercise Psychology 30 (2008), 353–377.
27. Sheldon, K.M., Kasser, T., Coherence and congruence: Two aspects of personality integration. Journal of Personality and Social Psychology 68 (1995), 531–543.
28. Sheldon, K.M., Kasser, T., Pursuing personal goals: Skills enable progress, but not all progress is beneficial. Personality and Social Psychology Bulletin 24 (1998), 1319–1331.
29. Sheldon, K.M., Kasser, T., Psychological threat and extrinsic goal striving. Motivation and Emotion 32 (2008), 37–45.
30. Sheldon, K.M., Ryan, R.M., Deci, E.L., Kasser, T., The independent effects of goal contents and motives on well-being: It's both what you pursue and why you pursue it. Personality and Social Psychology Bulletin 30 (2004), 475–486.
31. Standage, M., Duda, J.L., Ntoumanis, N., Students’ motivational processes and their relationship to teacher ratings in school physical education: A self-determination theory approach. Research Quarterly for Exercise and Sport 77 (2006), 100–110.
32. Tessier, D., Sarrazin, P., Ntoumanis, N., The effect of an intervention to improve newly qualified teachers’ interpersonal style, students’ motivation and psychological need satisfaction in sport-based physical education. Contemporary Educational Psychology 35 (2010), 242–253.
33. Tschannen-Moran, M., Woolfolk Hoy, A., Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education 17 (2001), 783–805.
34. Tschannen-Moran, M., Woolfolk Hoy, A., The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education 23 (2007), 944–956.
35. Vansteenkiste, M., Matos, L., Lens, W., Soenens, B., Understanding the impact of intrinsic versus extrinsic goal framing on exercise performance: The conflicting role of task and ego involvement. Psychology of Sport and Exercise 8 (2007), 771–794.
36. Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K.M., Deci, E.L., Motivated learning, performance, and persistence: The synergistic role of intrinsic goals and autonomy-support. Journal of Personality and Social Psychology 87 (2004), 246–260.
37. Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., Matos, L., Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early adolescents’ academic achievement. Child Development 2 (2005), 483–501.