Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.

Jang, Hyungshim; Reeve, Johnmarshall; Deci, Edward L.

doi:10.1037/a0019682

Cited by 1,177 publications

(1,128 citation statements)

References 65 publications

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“…Stated otherwise, when socializing agents promote a particular achievement goal, are they by definition low on autonomy-support? In this respect, it is important to clarify that autonomy-support does not imply a permissive approach, characterized by unlimited freedom (Reeve, Jang, & Deci, 2010;Vansteenkiste et al, 2012).…”

Section: Theoretical Considerations One Question That May Arise At Tmentioning

confidence: 99%

Moving the Achievement Goal Approach One Step Forward: Toward a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement Goals

Vansteenkiste

Lens

Elliot³

et al. 2014

Educational Psychologist

142

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An important recent development in the achievement goal literature is to define achievement goals strictly as aims. In this overview, we argue that this restrictive definition of achievement goals paves the way for a systematic consideration of the autonomous and controlled reasons underlying individuals' achievement goals, a distinction central to Self-Determination Theory.To stimulate work in this area, we formulated five propositions, arguing that consideration of the "why" (i.e., type of reasons) in addition to the "what" (i.e., type of aims) of achievement goals, (a) provides an account for the regulatory basis of achievement goals, (b) opens the door for other motivation theories to be linked to the achievement goal literature, (c) matters in terms of predicting outcomes, (d) allows for a richer account of contextual forces influencing motivation, and (e) sets the stage for an enriched hierarchical model of achievement motivation. In closing, we discuss various future research directions. Towards a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement GoalsThe literature on achievement goals has burgeoned over the past 30 years. By relying on cross-sectional, longitudinal, and experimental methodologies, scholars in diverse domains, including education, sport, and work, have documented the correlates and effects of different types of achievement goals (Elliot, 2005;Hulleman, Schrager, Bodmann, & Harackiewicz, 2010; Kaplan & Maehr, 2007; Murayama, Elliot, & Friedman, 2011; Van Yperen, Blaga, & Postmes, in press). The aim of the present contribution is to review recent empirical work that has just begun to systematically consider people's underlying reasons for adopting and pursuing achievement goals. Vansteenkiste, Niemiec, & Soenens, 2010). SDT is a well-validated theory, which has a long tradition of examining the reasons underlying individuals' activity engagement and thus proved ideally suited to theorize about and examine the reasons underlying individuals' achievement goal pursuit. Within SDT, it is maintained that these reasons can vary in their level of autonomy and volition relative to control and pressure. When learners' achievement goal pursuit is controlled regulated, they feel pressured, either from the outside or from within, to pursue and attain particular achievement goals. Instead, when learners' achievement goal pursuit is autonomously regulated, they have either fully endorsed the goal or they experience the goal pursuit as inherently satisfying and challenging. To illustrate, when taking an entrance exam at the beginning of college, learners could feel pressured by their parents 3 Reasons underlying Achievement Goals (i.e., controlled reason) to outperform their peers (i.e., performance-approach goal) or they could more willingly pursue the goal of doing better than their peers because they foresee the personal benefits of doing so (i.e., autonomous reason). Similarly, due to time constraints, learners could feel pressured (i.e., controlled rea...

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Section: Theoretical Considerations One Question That May Arise At Tmentioning

confidence: 99%

Moving the Achievement Goal Approach One Step Forward: Toward a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement Goals

Vansteenkiste

Lens

Elliot³

et al. 2014

Educational Psychologist

142

View full text Add to dashboard Cite

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“…Several studies of teachers' instructional styles, namely autonomy supportive and structured teaching, have found a positive correlation between autonomy supportive and structured teaching with positive learning outcomes (Jang et al, 2010;Stroet et al, 2015, Poom-Valickis et al, 2016, Näkk & Timoštšuk, 2016. According to self-determination theory (Ryan & Deci, 2000) when teachers' promote students' need for autonomy, relatedness and competence it enhances students' learning engagement and contributes to their positive development.…”

Section: Autonomy Supportive and Structured Teachingmentioning

confidence: 99%

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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“…This research has largely been informed by self-determination theory (Ryan & Deci, 2000), looking at the extent to which classroom environments and instructional practices allow students to meet belonging, autonomy, and mastery needs. Findings for this body of literature have identified strong connections between students' SRL and the presence of autonomy-supportive and structured environments (Jang et al, 2010) that: (a) provide children with opportunities to make decisions on their learning and the learning environment, (b) promote generosity (help-seeking/help-giving) and respect for individual views, and (c) encourage mastery goals.…”

Section: Classroom Ethos and Organisationmentioning

confidence: 99%

“…Researchers have also explored how the overall support and structure of classroom environments impact on students' self-regulation (Jang, Reeve, & Deci, 2010;Meyer & Turner, 2002b;Nolen, 2007;Perry & Vandekamp, 2000). This research has largely been informed by self-determination theory (Ryan & Deci, 2000), looking at the extent to which classroom environments and instructional practices allow students to meet belonging, autonomy, and mastery needs.…”

Section: Classroom Ethos and Organisationmentioning

confidence: 99%

“…· Forms of assessment that encourage metacognition and focus on personal progress rather than social comparison (self-assessment, group assessment, portfolio assessment). (Jang, Reeve, & Deci, 2010;Meyer & Turner, 2002a;Perry, 1998Perry, , 2013Ryan & Deci, 2000) · Supporting students' interests when planning classroom activities and the organisation of the classroom environment. · Supporting students' goals and decisions concerning their learning.…”

Section: Instructional Practicesmentioning

confidence: 99%

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Intervenciones y Factores Contextuales del Aula que Promueven la Auto-regulación del Aprendizaje: Dos Intervenciones en el Aula Primaria en el Reino Unido

2014

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This paper has 2 aims: (a) identify pedagogical practices and classroom arrangements that foster self-regulated learning (SRL) on the basis of extant research and (b) illustrate, through the description of 2 intervention studies conducted in the United Kingdom, how those SRL promoting features can be used to design educational interventions appropriate for young students. Through a purposive sample of primary schools, both studies investigated the effects of collaborative problem solving, play, and dialogue on children's SRL and academic achievement, following quasiexperimental pre-and post-test designs, comprising concurrent (Study 1) and retrospective (Study 2) comparison groups. Assessment and intervention data was video recorded and coded. In Study 1 the intervention group (57 1 st grade students) participated in 8 collaborative problem-solving activities. ANOVAs analysis revealed improvements in declarative and monitoring aspects of SRL with enhanced improvements for initially low SRL students. In Study 2 (ongoing; 108 1 st , 3 rd , and 5 th grade students) participants engage in 12 episodes of pretence and constructional play involving LEGO © , used to stimulate the generation of different genres of texts. Preliminary findings indicate positive uptake of the programme by students and teachers.Keywords: self-regulated learning, early childhood, classroom interventions Este artículo tiene 2 propósitos: (a) identificar prácticas pedagógicas y contextos de aula que, según la literatura, promueven el aprendizaje auto-regulado y (b) a través de la descripción de 2 intervenciones realizadas en el Reino Unido, ilustrar cómo dichos factores pueden utilizarse en el diseño de programas que fomentan el aprendizaje autoregulado de estudiantes de enseñanza primaria. Utilizando una muestra intencionada de escuelas primarias, ambos estudios investigaron el efecto de prácticas dialógicas, juego y aprendizaje colaborativo en la auto-regulación del aprendizaje y rendimiento académico. El diseño fue cuasi-experimental pre y postest, con grupo control (simultáneo en Estudio 1 y retrospectivo en Estudio 2). Los datos fueron grabados y codificados. En el Estudio 1, el grupo experimental (57 alumnos de primer grado) participó en 8 actividades grupales sobre resolución de problemas. Los ANOVAs revelaron un mejoramiento en aspectos declarativos y en el monitoreo de la auto-regulación, particularmente en estudiantes con bajos niveles de auto-regulación iniciales. En el Estudio 2 (en desarrollo; 108 alumnos de primer, tercer y quinto grado) los alumnos participan en 12 actividades de juego imaginativo y constructivo usando LEGO © , como estímulo para la creación de textos de diferentes géneros. Los resultados preliminares muestran una respuesta positiva de alumnos y profesores al programa Palabras clave: aprendizaje auto-regulado, educación primaria, intervenciones en aula

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Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.

Cited by 1,177 publications

References 65 publications

Moving the Achievement Goal Approach One Step Forward: Toward a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement Goals

Moving the Achievement Goal Approach One Step Forward: Toward a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement Goals

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

Intervenciones y Factores Contextuales del Aula que Promueven la Auto-regulación del Aprendizaje: Dos Intervenciones en el Aula Primaria en el Reino Unido

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