Are both classroom autonomy support and structure equally important for students' engagement? A multilevel analysis

Hospel, Virginie; Galand, Benoît

doi:10.1016/j.learninstruc.2015.09.001

Cited by 200 publications

(153 citation statements)

References 38 publications

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“…Autonomy‐supportive teaching strategies welcome pupil opinion, offer patience rather than pressure towards learning, allow meaningful choice and emphasize the relevance of activities (Jang et al, ; Reeve, , ). The support of pupil autonomy is also an essential component in simultaneously fostering their competence and relatedness satisfaction (Hospel & Galand, ; Jang, Reeve, & Deci, ; Ryan & Powelson, ).…”

Section: Discussionmentioning

confidence: 99%

Young adolescent psychological need profiles: Associations with classroom achievement and well‐being

Earl

Taylor

Meijen

et al. 2019

Psychology in the Schools

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Drawing on self‐determination theory, a person‐centered methodology was adopted to identify distinct pupil profiles based on their psychological need satisfaction. A sample of 586 pupils (387 male, 199 female; mean age = 12.6, range 11–15 years old) from three secondary schools reported their psychological need satisfaction, and well‐ and ill‐being, with teachers rating pupil achievement. Hierarchical cluster analysis revealed five distinct profiles. Four profiles indicated synergy existed between the three needs, showing similar in‐group levels of satisfaction across the needs but in varying amounts. Univariate and multivariate analyses, controlling for school and taught subject, revealed the satisfied group displayed the highest classroom performance (F4,540 = 7.03; p < 0.001; ηp2 = 0.05), well‐being (F8,1,136 = 45.63; p < 0.001; Wilk's Λ = 0.57; ηp2 = 0.24) and lowest ill‐being (F8,1,134 = 23.39; p < 0.001; Wilk's Λ = 0.74, ηp2 = 0.14), whereas the dissatisfied group displayed the most adverse outcomes. The findings illustrate that the three psychological needs may operate interdependently and should be considered in combination rather than in isolation. The research offers practical insights into why pupils may function differently in classrooms and could inform targeted initiatives towards pupils with psychological need satisfaction deficits.

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Section: Discussionmentioning

confidence: 99%

Young adolescent psychological need profiles: Associations with classroom achievement and well‐being

Earl

Taylor

Meijen

et al. 2019

Psychology in the Schools

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“…While structure does not have as great impact in primary school, it does affect middle and high school students who have found to be more engaged in well-structured lessons (Hospel & Galand, 2016;Poom-Valickis et al, 2016). Teachers in this study reported high usage of structured teaching methods, with some arguments reported as medium usage.…”

Section: Discussionmentioning

confidence: 99%

“…Even though some authors oppose autonomy supportive and structured teaching as two separate dimensions where the removal of one grants the other (Vansteenkiste et al, 2012), many studies have found the two as mutually supportive dimensions for positive learning outcomes (Jang et al, 2010, Hospel & Galand, 2016. Structured teaching involves teachers' communication of clear expectations are the beginning of a lesson, strong guidance during the lesson, and constructive and informative feedback throughout the lesson according to Jang et al (2010).…”

Section: Autonomy Supportive and Structured Teachingmentioning

confidence: 99%

“…Several studies have found a relationship between teachers' beliefs and practices on effective learning (Sanders et al, 1997;Kuzborska, 2011). As teachers' behavior and words can affect students' learning behavior and academic engagement (Stefanou et al, 2004), studies have found student engagement to be highest when teachers use active teaching methods -autonomy supportive and structured teaching (Jang et al, http://dx.doi.org/10.15405/epsbs.2016.11.50 eISSN: 2357-1330 Vansteenkiste et al, 2012;Hospel & Galand, 2016). In an international comparative research the OECD Teaching and Learning International Survey (TALIS 2013), Estonian teachers indicated relatively low use of active teaching methods and it was in correlation with subject that they were teaching -humanities subject teachers used small group work the most, art and music teachers used project work more than other subject teachers, and mathematics and science teachers were least likely to use active teaching methods.…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ Self-Reports of Active Teaching Methods: The Relationship of Age and Subject

Näkk¹,

Timoštšuk²

2016

European Proceedings of Social &Amp; Behavioural Sciences

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Estonian teachers believe in active teaching methods but do not use them as often as reported, experienced teachers use autonomy supportive and structured teaching methods more than beginning teachers. The aim of this study was to examine teachers' self-reports of their instructional methods -autonomy supportive and structured teaching, and explore its relationship with subject field and age. Two research questions were set: how teachers' self-report their instructional methods, and how subject and teachers' age is related with their self-reports about instructional methods. Data was collected from 670 self-reports from middle and high school teachers across Estonia. The results revealed that overall teachers self-reported high use of autonomy supportive and structured teaching methods, with some age and subject field variances. The results confirm previous findings about Estonian teachers' high self-reported active teaching methods -autonomy supportive and structured teaching. Further studies should be conducted to compare teachers' self-reports and their classroom practices in their lessons. This information can be useful to improve pre-service and in-service teacher education.

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“…Therefore, students are given additional opportunities to reflect about and improve their learning. Lessons that supported students' reported use of metacognitive strategies were well structured with clear rules and routines, thus providing students with a reliable environment in which they learn autonomously (e.g., De Corte, Verschaffel, & Masui, 2004;Donche, de Maeyer, Coertjens, van Daal, & van Petegem, 2013;Hospel & Galand, 2016;Perry, Phillips, & Dowler, 2004).…”

mentioning

confidence: 99%

The connection between teaching and learning: Linking teaching quality and metacognitive strategy use in primary school

Rieser

Naumann

Decristan

et al. 2016

Brit J of Edu Psychol

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Are both classroom autonomy support and structure equally important for students' engagement? A multilevel analysis

Cited by 200 publications

References 38 publications

Young adolescent psychological need profiles: Associations with classroom achievement and well‐being

Young adolescent psychological need profiles: Associations with classroom achievement and well‐being

Teachers’ Self-Reports of Active Teaching Methods: The Relationship of Age and Subject

The connection between teaching and learning: Linking teaching quality and metacognitive strategy use in primary school

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