Autonomy-Supportive Teaching: What It Is, How to Do It

Reeve, Johnmarshall

doi:10.1007/978-981-287-630-0_7

Cited by 264 publications

(235 citation statements)

References 50 publications

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“…As for the motivational strategies, the strategies observed in the six classes were similar to those found in English classrooms elsewhere (Chang, Fukuda, Durham, & Little, 2017;Nra & Vibulphol, 2019;Reeve, 2016;Reeve & Jang, 2006;Vibulphol, 2016). A variety of motivational strategies, both autonomy supportive and controlling strategies, was observed in all classes (See Appendix A); nevertheless, the controlling strategies outnumbered the others.…”

Section: The Use Of Motivational Strategies Of Efl Teachers In Northwsupporting

confidence: 66%

“…According to Reeve (2016, see also Reeve & Jang, 2006), autonomy supportive teachers attempt to respond to the students' autonomy, competence, and relatedness, so their practice may include considering students' point of view when planning and preparing lessons, providing opportunities for students to make choices and initiate ideas, rationalizing their actions and practices, allowing students to express their negative feelings, keeping students informed, and providing constant feedback to students. On the other hand, controlling style teachers rely solely on their own perspective when making instructional decisions, use incentives to take control over the class, refuse to give explanation about their action, use language that creates pressure on students, and do not cope with students' negative affections with patience (Reeve, 2016).…”

Section: Motivational Strategiesmentioning

confidence: 99%

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An Exploration of Motivational Strategies and Factors That Affect Strategies: A Case of Chinese EFL Teachers

Chen¹,

Vibulphol²

2019

IES

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Based on Self-determination theory, learners' motivation can be enhanced when the psychological needs-competence, autonomy, and relatedness-are satisfied (Ryan & Deci, 2017). In English as a second language classrooms, teachers can play an important role in this; however, their motivational strategies may be influenced by their beliefs and contextual factors (Hornstra, Mansfield, van der Veen, Peetsma, & Volman, 2015). In this case study, six EFL classrooms in a public school in Northwest China were observed over the period of five weeks. The teachers were interviewed after each observation and at the end of the observation period to explore the relationships among factors that may affect the teachers' use of motivational strategies, namely teacher beliefs and pressure from "above" and from "below". The data were analyzed qualitatively using the coding method. The findings revealed a discrepancy between teacher beliefs and motivational practices. All of the teachers regularly exercised controlling strategies regardless of their beliefs in the value of motivation. Nevertheless, relationships between motivational practices and contextual factors were found. These findings suggest the needs for effective teacher professional development on the use of motivational strategies to enhance intrinsic motivation.

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Section: The Use Of Motivational Strategies Of Efl Teachers In Northwsupporting

confidence: 66%

Section: Motivational Strategiesmentioning

confidence: 99%

An Exploration of Motivational Strategies and Factors That Affect Strategies: A Case of Chinese EFL Teachers

Chen¹,

Vibulphol²

2019

IES

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“…To overcome these methodological limitations and to enhance the capacity of this line of research to offer directional statements, we capitalized on previous investigations that utilized an autonomy-supportive intervention program (ASIP) to help teachers learn how to become significantly more autonomy supportive and significantly less controlling toward their students during instruction (Cheon & Reeve, 2013, 2015; Cheon, Reeve, Yu, & Jang, 2014). These experiments have been classroom-based and utilized both random assignment to conditions and a multi-wave longitudinal design.…”

Section: Experimental Longitudinal Research Designmentioning

confidence: 99%

“…Teacher control is the delivery of instruction through an interpersonal tone of coercion that pressures students into thinking, feeling, and behaving in teacher-prescribed ways (Reeve, 2015). This tone frustrates students' psychological needs for autonomy, competence, and relatedness (Bartholomew et al, 2011a), and it is communicated to students through acts of instruction such as adopting only the teacher's perspective, relying on environmental sources of motivation to engage students (e.g., rewards), uttering directives without explanations, and by asserting power and relying on pressuring language to silence students' complaints and to push them into compliance with the teacher's agenda (Reeve, 2009).…”

mentioning

confidence: 99%

A needs-supportive intervention to help PE teachers enhance students' prosocial behavior and diminish antisocial behavior

Cheon

Reeve

Ntoumanis

2018

Psychology of Sport and Exercise

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181

122

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Objectives: Grounded in self-determination theory, we implemented an autonomy-supportive intervention program (ASIP) to help physical education (PE) teachers become more autonomy-supportive and less controlling toward their students. We tested whether such changes in teachers' classroom motivating styles could promote students' prosocial behaviors and diminish their antisocial behaviors. Design:We used an experimental research design to manipulate teachers' motivating style and a three-wave longitudinal design to assess the student-reported dependent measures. Method:We randomly assigned PE teachers (8 women, 25 men; 15 middle, 18 high school)to participate or not in the ASIP. At mid-semester, classroom observers rated teachers' autonomy-supportive and controlling instructional behaviors. At the end of the semester, teachers rated their students' prosocial and antisocial behaviors. At the beginning, middle, and end of the semester, the 1,824 students of these teachers completed measures of need satisfaction, need frustration, prosocial behavior, and antisocial behavior.Results: ASIP participation increased teachers' autonomy support, students' need satisfaction, and students' prosocial behavior, and it decreased teachers' control, students' need frustration, and students' antisocial behavior. Multilevel structural equation modeling showed that these intervention-enabled increases in students' need satisfaction longitudinally increased their prosocial behavior, while intervention-enabled decreases in students' need frustration longitudinally decreased their antisocial behavior and acceptance of cheating.Conclusion: ASIP-enabled student benefits extend beyond previously-documented personal adjustment gains (e.g., engagement, learning) to include social adjustment gains as well.

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“…Autonomy support has been defined in educational settings as “ the interpersonal sentiment and behaviour the teacher provides during instruction, first to identify, then to vitalize and nurture, and eventually to develop, strengthen, and grow students' inner motivational resources. ” (Reeve, ). Research in various fields has shown that this environment has both direct and indirect effects on needs satisfaction.…”

Section: Introductionmentioning

confidence: 99%

What is an autonomy supportive environment in geriatric care units? Focus group interviews with healthcare professionals

Souesme

Ferrand

2019

Int J Older People Nursing

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Objectives Grounded in Self‐Determination Theory (SDT), the aim of the study was to define an autonomy supportive environment through the perceptions of different healthcare professionals in three geriatric care units within French public and private hospitals. Study design Four focus groups were conducted with healthcare professionals. Each focus group was videotaped and audio‐recorded and transcribed verbatim. Methods An inductive approach was used, and data analysis was carried out using NVivo 10 software for Mac‐QSR International. Results Three themes were highlighted (a) building a relationship of trust with older people; (b) encouraging them to express themselves and (c) promoting progress. Conclusion The present study provides some information and a reflection for healthcare professionals who might be interested in using a more autonomy‐supportive motivating style in their practice.

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Autonomy-Supportive Teaching: What It Is, How to Do It

Cited by 264 publications

References 50 publications

An Exploration of Motivational Strategies and Factors That Affect Strategies: A Case of Chinese EFL Teachers

An Exploration of Motivational Strategies and Factors That Affect Strategies: A Case of Chinese EFL Teachers

A needs-supportive intervention to help PE teachers enhance students' prosocial behavior and diminish antisocial behavior

What is an autonomy supportive environment in geriatric care units? Focus group interviews with healthcare professionals

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