Profiles of teachers’ need-support: How do autonomy support, structure, and involvement cohere and predict motivation and learning outcomes?

Hornstra, Lisette; Stroet, Kim; Weijers, Desirée

doi:10.1016/j.tate.2020.103257

Cited by 54 publications

(41 citation statements)

References 50 publications

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“…We can conclude that motivation is then mediated by a sense of professional practice where technical and professional skill can be fostered [51]. This process being exacerbated by cooperative settings [9][10][11] Higher levels of need support teaching have been largely associated with better PST motivation and achievement [52,53], which relates to our findings of PST achievement with motivation expressed during the formulation of the CPCCs by the PSTs. Furthermore, in our experiments, PST achievement is significantly correlated with teacher-reported involvement but not with teacher-reported autonomy support and structure.…”

Section: Synergistic Interplay Between Motivation and Need-supportive Teaching Dimensionssupporting

confidence: 58%

Cooperative Approaches and Academic Motivation towards Enhancing Pre-Service Teachers’ Achievement

et al. 2021

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This paper describes a quantitative study that explores both the degree of preservice teachers’ (PSTs) motivation and achievement, and the dimensions of need-supportive teaching, when PSTs were involved in designing and implementing contextualized physical cooperative challenges (CPCCs) in primary schools. The analysis was based on the PSTs’ perceptions of the dimensions of need-supportive teaching (namely autonomy support, structure, and involvement), and the dimensions of motivation. Need-supportive teaching was evaluated through a version of the Teacher as a Social Context Questionnaire (TASC-Q), and motivation through a SMOTIV motivation questionnaire. Results showed that the dimensions of the teaching process were all positively correlated, thus, implying the importance of a teacher’s role in supporting autonomy, providing structure, and being involved. While motivation during the in-class definition of the CPCCs was correlated with the teachers’ involvement, the out-of-class implementation of the CPCCs was found to correlate with the three dimensions of teaching, thus, implying that the PST students’ perceptions of developing instructional approaches in schools is mediated by the role their university teachers play in defining and structuring all aspects of the teaching process. Students’ achievement, on the other hand, was a process that relied on the synergies between the teachers’ involvement and the PST student motivation during the stage when the CPCCs in the classroom environment were defined. This interlink responds to the constructivist position adopted to implement a cooperative approach in the university that, in turn, responds to assessing a student-centered cooperative-based learning approach.

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Section: Synergistic Interplay Between Motivation and Need-supportive Teaching Dimensionssupporting

confidence: 58%

Cooperative Approaches and Academic Motivation towards Enhancing Pre-Service Teachers’ Achievement

et al. 2021

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“…Using as a reference the scenarios described by Reeve [ 27 ] and Reeve et al [ 52 ] for teaching based on a motivational style, oriented towards the development of control or towards autonomy support, strategies were described based on the proposal from Barrachina, Huéscar and Moreno-Murcia [ 9 ], for the measurement of the teacher’s interactions during the approach and development of the tasks. After reviewing the conceptual delimitation proposed in the literature [ 14 , 18 , 29 , 30 , 31 , 32 , 46 , 47 , 48 , 52 , 53 , 54 , 55 , 56 , 57 ], the construct designed was narrowed down to the following dimensions of analysis: autonomy support, pre-practice structure support, practice structure support and relationship support.…”

Section: Resultsmentioning

confidence: 99%

“…Due to the importance of the teacher considering social support strategies to promote the satisfaction of psychological needs, regardless of the phase in which they occurred [ 1 , 18 , 29 , 30 , 32 , 36 , 46 , 47 , 48 , 52 , 53 , 54 , 55 , 56 , 57 ], another criterion set in this new reorganization was that strategies from the four blocks (autonomy support, pre-task structure, on-task structure and relationship support) should always be present in each phase.…”

Section: Discussionmentioning

confidence: 99%

Proposal for Modeling Motivational Strategies for Autonomy Support in Physical Education

Moreno‐Murcia

Peris

Campillo

et al. 2021

IJERPH

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The motivational style that teachers adopt during their interactions with their students in class can have a significant influence on the search for optimal and balanced development. Knowing the role of motivation in generating positive change, the key is to define the strategies that constitute an adaptive motivational style of teaching. The aim of this study was to design and validate the set of motivational strategies to support autonomy that are framed within the Self-Determination Theory in the context of physical education classes. For this purpose, a five-phase process was designed and carried out in one study involving different samples of experts, teachers and students. On the one hand, 25 autonomy-supportive motivational strategies were obtained and organized according to their perceived difficulty. We also analyzed the importance attributed by teachers and the difficulty of implementing them, as well as the autonomy support perceived by students through these strategies. The results obtained made it possible to present a behavior-optimizing solution consisting of a progression of 25 autonomy support strategies. The results obtained are discussed in terms of their value in the design of educational scenarios that promote high-quality student motivation.

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“…Overall, the result from the present study overlaps in the positive impact of peer assessment in language learning skills. Findings from Birjandi and Siyyari [36] and Hornstra et al [17] showed that using peer assessment improves the writing and accuracy of EFL learners. Similarly, de Brusa and Harutyunyan [16] indicated that peerassessment instruction improved the academic writing of university students.…”

Section: Discussionmentioning

confidence: 99%

“…Autonomy is taking responsibility for one's own learning. Most scholars and educators believe that the integration of autonomy is necessary in language learning in order to assist learners to learn a language [5,13,[15][16][17][18][19]. It is believed that metacognition is effective in language learning successfully [20,21].…”

Section: Introductionmentioning

confidence: 99%

The Impact of Writing Self-Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness

Ebrahimi

Izadpanah

Namaziandost

2021

Education Research International

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One of the most significant current discussions in writing is self-assessment and peer assessment. This study aimed to investigate the impact of writing self-assessment and peer assessment on autonomy and metacognitive awareness of Iranian EFL learners. One hundred and twenty participants were selected using convenience sampling. Four instruments were used in this test: (1) Nelson placement test; (2) Metacognitive Awareness Inventory (MAI); (3) Zhang and Li’s autonomy questionnaire; and (4) rubric. A quasiexperimental design was used in this study. They were divided into two experimental groups, self-assessment (N = 40) and peer assessment (N = 40), and one control group (N = 40). Collected data were tested and compared using covariance analysis (ANCOVA). Results from the tests indicated that both self-assessment and peer assessment are effective ways to improve autonomy and metacognition awareness of EFL learners in the completion of writing tasks. Findings also showed that self-assessment was more effective than peer assessment and the results showed that the types of assessments increased the learners’ knowledge in the writing, teaching, lexicography, spelling, grammar, and similar models and were significantly effective in developing their writing skills. The findings of the present research study might have some implications for researchers, instructors, language teachers, and language learners.

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Profiles of teachers’ need-support: How do autonomy support, structure, and involvement cohere and predict motivation and learning outcomes?

Cited by 54 publications

References 50 publications

Cooperative Approaches and Academic Motivation towards Enhancing Pre-Service Teachers’ Achievement

Cooperative Approaches and Academic Motivation towards Enhancing Pre-Service Teachers’ Achievement

Proposal for Modeling Motivational Strategies for Autonomy Support in Physical Education

The Impact of Writing Self-Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness

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