Differential effects of perceptions of equal, favourable and unfavourable autonomy support on educational and well-being outcomes

Chatzisarantis, Nikos L. D.; Ada, Elif Nilay; Ahmadi, Mozhgan; Caltabiano, Nerina Jane; Wang, Deming; Thøgersen‐Ntoumani, Cecilie; Hagger, Martin S.

doi:10.1016/j.cedpsych.2019.02.002

Cited by 22 publications

(24 citation statements)

References 57 publications

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“…One initial finding from this study is that for all three pathways, higher levels of well-being correspond to higher levels of autonomy and vice versa. This finding coincides with results from similar studies (Delbosc and Vella-Brodrick, 2015;Alivernini et al, 2019;Chatzisarantis et al, 2019) in which psychological autonomy is strongly associated with well-being. Similarly, research by Inguglia et al (2014) confirms that for emerging adults, autonomy and relatedness are fundamental needs linked to their health and psychological well-being.…”

Section: Well-being Scalesupporting

confidence: 92%

“…The relationship between well-being and autonomy has been studied from many distinct perspectives (Schüler et al, 2014;Legault et al, 2017;Ryff, 2018). Multiple authors have confirmed a link between these two variables and determined that promoting autonomy may increase the level of well-being (Reis et al, 2000;Inguglia et al, 2014;Delbosc and Vella-Brodrick, 2015;Alivernini et al, 2019;Chatzisarantis et al, 2019). However, it has also been shown that young people score below other age groups on the autonomy dimension, as well as on the dimensions self-acceptance and environmental mastery (Meléndez et al, 2018).…”

Section: Psychological Well-being and Autonomy In The Transition To Amentioning

confidence: 99%

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Young People’s Autonomy and Psychological Well-Being in the Transition to Adulthood: A Pathway Analysis

et al. 2020

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Young people transition to adulthood via diverse pathways; among the most significant are those dominated by education, employment, or social disadvantage. These pathways are determined, to a large extent, by the level of well-being and autonomy young people develop to help them face their own realities. The aim of this study is to analyze the relationship between young people's psychological well-being and autonomy-key factors in the transition to adulthood-and the relationship these factors have with the main pathways followed during transition. To this end, Ryff's Model of Psychological Well-being and the Transition to Adulthood Autonomy Scale (EDATVA) were used to evaluate a total of 1148 Spanish and Colombian subjects aged between 16 and 21. Correlations and differences between scores were subsequently analyzed. Subjects were also asked to identify the most relevant aspect of their transition to adulthood as either education, employment, or social disadvantage. Results from all three pathways for transition to adulthood show a trend in which higher levels of wellbeing correspond to higher levels of autonomy. In general, the results for the young people on the education pathway show high levels of autonomy and well-being, as well as a significantly higher level of critical thinking compared to young people on other pathways. The scores from employed young people reveal a greater capacity for selforganization in relation to the other two pathways. The results for disadvantaged young people show significantly greater socio-political engagement than that of young people on the education and employment pathways. However, the disadvantaged group also displays the lowest level of psychological well-being. These results provide elements for a better understanding of young people's different transition pathways to adulthood and constitute an important point of reference for future research. They also provide data that may be relevant in guiding potential educational, psychological, and social interventions within this population group.

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Section: Well-being Scalesupporting

confidence: 92%

Section: Psychological Well-being and Autonomy In The Transition To Amentioning

confidence: 99%

Young People’s Autonomy and Psychological Well-Being in the Transition to Adulthood: A Pathway Analysis

et al. 2020

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“…A third comment is that there is some evidence that teachers generally do no distribute autonomy support in an equal way across students, which might lead to unfavourable educational and well-being outcomes, compared to perceptions of equal autonomy support (Chatzisarantis, Nilay Ada, Ahmadi, Caltabiano, Wang, Thogersen-Ntoumani, & Hagger, 2019). Although in the current study the difference between students in their perceptions of autonomy support were quite small (with rather low standard deviations for each scale), these differences in student perceptions might be a promising future research direction.…”

Section: Limitations and Directions For Future Researchmentioning

confidence: 61%

Perceived Autonomy Support in Primary Education in the Netherlands: Differences between Teachers and Their Students

Admiraal

Nieuwenhuis²,

Kooij³

et al. 2019

WJE

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Student autonomy is a much discussed topic in educational practice and research. In this study, primary school teachers reported what they do to support the autonomy of their students and students mentioned how they perceived autonomy in the classroom. From the findings of a focus group, consisting of 10 teachers from the upper years, six aspects of autonomy were extracted: freedom of choice, self-insight, self-expression, curiosity, independence and problem solving. Then, 77 teachers and 497 students completed a questionnaire with items on these six aspects. This questionnaire study shows that both teachers and students indicated that class work is mostly focused on student independence and the least on freedom of choice. Students and teachers differed in the extent to which this was the case: teachers were much more positive about the extent to which they work on their students' autonomy than their students. This applied to all six distinct aspects of autonomy support.

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“…Secondly, empathy is a human psychological entity, which, combined with intrinsic motivational sets, leads authority figures to show their genuine interest in satisfying the BPNs of those being looked after ( Chatzisarantis et al., 2019 ; Rogers, 1951, in Brodley, 1999 ). This happens by respecting the temperamental and organismic identity of those served as well as promoting methods/ways of providing a descriptive, non-judgmental and constructive feedback ( Burt et al., 2013 ; Carpentier and Mageau, 2013 ; Orsini et al., 2015 ).…”

Section: Introductionmentioning

confidence: 99%

“…Likewise, those served, e.g., students and athletes, are able to grasp the amount of their BPNs support from authority figures both given to themselves and to their peers ( Carbonneau and Milyavskaya, 2017 ; Pulido et al., 2017 ). It becomes clear that, people are able to perceive many of the core elements of SDT in other people, such as, for example, obvious goal contents, behavioral regulations, perceived barriers, resistances, frustrations and BPNs satisfaction (see also Chatzisarantis et al., 2019 ; Escriva-Boulley et al., 2021a ; Orsini et al., 2015 ; Rodrigues et al., 2020 ; Ryan and Deci, 2017 ; Taylor and Ntoumanis, 2007 ).…”

Section: Introductionmentioning

confidence: 99%

Development and initial validation of a scale for the situational recognition of the basic psychological needs

Varsamis

Katsanis

Iosifidou

2022

Heliyon

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Centered on the Basic Psychological Needs Theory, recent theoretical underpinnings were used and initial empirical processes were initiated to conceptualize, develop and validate a new questionnaire about how teachers shape instructional goals. In a first exploratory study, 188 university graduates and 211 in-service teachers from both the general and special education domains were recruited to recognize the basic psychological needs of an adolescent with physical and mild cognitive disability presented in a short video vignette. In the second confirmatory study, the sample consisted of 239 in-service teachers. According to the results, the new instrument demonstrated acceptable psychometric qualities. For instance, the goodness-of-fit indices CFI and NNFI were both good (1.00) in the confirmatory factor analysis. In both studies, the recognition of the basic psychological needs was involved in a series of statistically significant correlations with participants’ intrinsic life goals (R ≥ .34), state empathy (R ≥ .38) and intrinsic instructional goals (R ≥ .51). This preliminary research suggested that participants integrated the new concept in their intrinsic motivational style. Overall, the results highlight the importance of recognizing the basic psychological needs by including this construct both in research and practice.

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Differential effects of perceptions of equal, favourable and unfavourable autonomy support on educational and well-being outcomes

Cited by 22 publications

References 57 publications

Young People’s Autonomy and Psychological Well-Being in the Transition to Adulthood: A Pathway Analysis

Young People’s Autonomy and Psychological Well-Being in the Transition to Adulthood: A Pathway Analysis

Perceived Autonomy Support in Primary Education in the Netherlands: Differences between Teachers and Their Students

Development and initial validation of a scale for the situational recognition of the basic psychological needs

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