Supporting Autonomy in the Classroom: Ways Teachers Encourage Student Decision Making and Ownership

Stefanou, Candice; Perencevich, Kathleen C.; Dicintio, Matthew J.; Turner, Julianne C.

doi:10.1207/s15326985ep3902_2

Cited by 457 publications

(429 citation statements)

References 39 publications

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“…More recent literature distinguishes between cognitive and non-cognitive autonomy support. For example, Stefanou et al (2004) have argued in this regard that supporting students' autonomy by giving them choices on tasks, task material, or issues of organisation will foster their autonomy concerning form, media, or presentation, but not so much the cognitive process of learning. For this latter aim, 'cognitive choices' on content are required, i.e.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…In recent SDT literature, the importance of cognitive autonomy support has been stressed for triggering students' intrinsic desire to learn (e.g. Stefanou et al 2004;Kunter and Baumert 2007;Tsai et al 2008). In the traditional class, we found the teachers to occasionally initiate teacher-class dialogues that supported students' cognitive autonomy, to which the students responded by actively engaging in discussions on the problem posed.…”

Section: Overview Of Findingsmentioning

confidence: 99%

“…In addition, discussion on the basis of narratives can move forward the theoretical debate on what makes teaching need supportive (e.g. Stefanou et al 2004;Assor et al 2002).…”

Section: Implications For Educational Theory and Practicementioning

confidence: 99%

“…Whereas SDT research is clear in showing that positive learning outcomes accrue in classrooms that support students' needs for autonomy, competence, and relatedness (for reviews see Reeve 2002Reeve , 2009Niemiec and Ryan 2009;Stroet et al 2013), much less is known about the multiple ways in which need supportive teaching is manifested in practice. The present study is positioned within the increasing number of studies focused on gaining in-depth understanding of what is going on in classrooms (Stefanou et al 2004;Perry et al 2006) as we conducted a fine-grained comparison between typical manifestations of need supportive teaching in schools with contrasting educational approaches.…”

Section: Introductionmentioning

confidence: 99%

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Need supportive teaching in practice: a narrative analysis in schools with contrasting educational approaches

2015

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Research on self-determination theory (SDT) has shown that positive learning outcomes accrue in classrooms that support students' needs for autonomy, competence, and relatedness. Studies on what need supportive teaching entails in practice are, however, scarce. In the present study, we aimed to gain in-depth understanding of typical manifestations of the positive (autonomy support, structure, involvement) and negative (autonomy thwart, chaos, disaffection or reject) dimensions of need supportive teaching by relating these to educational approaches of schools. For this purpose, we conducted a narrative analysis of teacher-student interactions in two contrasting cases: A prototypical traditional class and a prototypical social constructivist class. In both classes, we analysed lessons in math and in mother language spread over the grade-7 year of secondary education. The results indicated striking differences between both classes in manifestations of need supportive teaching as well as similarities. The findings have implications for translating SDT to educational practice as they help make concrete the theoretical construct of need supportive teaching as well as further understanding of how SDT-interventions can be implemented in practice.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Overview Of Findingsmentioning

confidence: 99%

“…In addition, discussion on the basis of narratives can move forward the theoretical debate on what makes teaching need supportive (e.g. Stefanou et al 2004;Assor et al 2002).…”

Section: Implications For Educational Theory and Practicementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Need supportive teaching in practice: a narrative analysis in schools with contrasting educational approaches

2015

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“…Fact says that teachers play important role in students' motivation. Many scholars suggest that when teachers treat students with respect and seek out, listen to, and value their opinions, students are more willing to commit themselves to the hard work entailed in learning [18,19]. If teachers can see classroom interaction as valuable resources, this will increase students' motivation and encourage them in experiencing the value of learning in the classroom.…”

Section: Introductionmentioning

confidence: 99%

Teacher’s behaviour towards students’ motivation practice

Leoanak

Amalo

2018

SHS Web Conf.

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Abstract. Education goal is not to produce higher exam scores, but to educate learners to become responsible people with welldeveloped minds and good character. Fact says, most of the students who graduated from Islamic elementary school in Kera island (a small island in the Gulf of Kupang city, East Nusa Tenggara Province, Indonesia) prefer to work as fishermen instead of continuing their study to higher education levels. This practice has been continued for several years. In relation to such fact, the present study aims to reveal the teacher-student interaction in connection to teacher's behaviour in students' motivation practice. For this purpose, a qualitative research design was applied to gain deeper understanding on such practice naturally. The data collection process was part of authors' Community Service Project (IbM RISTEKDIKTI for Bajo tribe) on the island. Data were collected using classroom observations and semi-structured interviews. This study reveals that the teacher performed positive roles in motivating the students during classroom interaction. Hopefully, the present study may help teachers and educators in Indonesia concerning teacher behaviours in elementary classroom environment.

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Technology Applications to Support Teachers’ Design and Facilitation of, and Students’ Participation in PBL

Belland¹

2019

The Wiley Handbook of Problem‐Based Learning

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Supporting Autonomy in the Classroom: Ways Teachers Encourage Student Decision Making and Ownership

Cited by 457 publications

References 39 publications

Need supportive teaching in practice: a narrative analysis in schools with contrasting educational approaches

Need supportive teaching in practice: a narrative analysis in schools with contrasting educational approaches

Teacher’s behaviour towards students’ motivation practice

Technology Applications to Support Teachers’ Design and Facilitation of, and Students’ Participation in PBL

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