Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior

Vansteenkiste, Maarten; Sierens, Eline; Goossens, Luc; Soenens, Bart; Dochy, Filip; Mouratidis, Athanasios; Aelterman, Nathalie; Haerens, Leen; Beyers, Wim

doi:10.1016/j.learninstruc.2012.04.002

Cited by 354 publications

(377 citation statements)

References 42 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

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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

Self Cite

142

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“…Subsequently, to evaluate the orientation of motivation a questionnaire was sent out by email to all participants (n ¼ 87). The questionnaire was based on a Dutch version of the Academic SelfRegulation Questionnaire (previously used in Niemiec et al 2006;Vansteenkiste et al 2009;Soenens 2012;Vansteenkiste et al 2012). We modified the Academic SelfRegulation Questionnaire for the purpose of this study: changed the present tenses into past tenses, replaced the words "parents, friends, teachers … ."…”

Section: Participantsmentioning

confidence: 99%

Students’ motivation toward feedback-seeking in the clinical workplace

et al. 2017

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In medical education, students are increasingly regarded as active seekers of feedback rather than passive recipients. Previous research showed that in the intentions of students to seek feedback, a learning and performance goal can be distinguished. In this study, we investigated the intentions (defined as level and orientation of motivation) of different performing students (low, average, and high performing students) to seek feedback in the clinical workplace using SelfDetermination Theory. We conducted a quantitative study with students in their clinical clerkships and grouped them based on their performance. The level of motivation was measured by the number of Mini-CEXs each student collected. The orientation of motivation was measured by conducting the Academic Self-Regulation Questionnaire. We found that high performing students were more motivated and demonstrated higher self-determination compared to low performing students.

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“…In contrast, autonomy supportive teachers do not use directives nor give solutions but provide clues to guide students in the right direction (Stefanou et al, 2004). http://dx.doi.org/10.15405/epsbs.2016.11.50 eISSN: 2357-1330 (Vansteenkiste et al, 2012). Another critical aspect is giving meaningful choices to students as it is an important factor to promote students' autonomy (Katz & Assor, 2007), however teachers might give too many or too complicated choices which causes students to avoid from making choices, choose at random or seek for someone's help in order to prevent negative outcomes (Iyengar et al, 2004).…”

Section: Autonomy Supportive and Structured Teachingmentioning

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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Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior

Cited by 354 publications

References 42 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

Students’ motivation toward feedback-seeking in the clinical workplace

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

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