The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation

Reeve, Johnmarshall; Vansteenkiste, Maarten; Assor, Avi; Ahmad, Ikhlas; Cheon, Sung Hyeon; Jang, Hyungshim; Kaplan, Haya; Moss, Jennifer D.; Olaussen, Bodil Stokke; Wang, John

doi:10.1007/s11031-013-9367-0

Cited by 159 publications

(148 citation statements)

References 57 publications

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“…Similarly, among self-determination scholars, there is a debate as to whether or not an autonomy supportive and controlling style are two opposite ends of one continuum. In several studies on the interaction styles of teachers, a statistically significant though substantially moderate negative correlation was found between these two dimensions (see Reeve et al 2014). This suggests that teachers consider both sets of behaviours as compatible rather than as mutually exclusive.…”

Section: The Re-conceptualization Of Interaction Styles Put To An Empmentioning

confidence: 99%

Interaction styles of street-level workers and motivation of clients: a new instrument to assess discretion-as-used in the case of activation of jobseekers

Parys

Struyven

2018

Public Management Review

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This paper proposes a re-conceptualization and a measurement instrument for street-level workers' interaction styles. Interaction styles are a relevant lens giving insight into how discretion is used and how street-level behaviour affects clients' motivation and engagement. The re-conceptualization builds on a revision of May and Winter's interaction style concept from the perspective of the psychological self-determination theory. Data from 349 caseworkers of the Flemish employment service were collected via an online survey and analysed with factor and latent class analysis. Findings support a four-dimensional interaction style concept and reveal seven types of caseworkers along these dimensions.

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Section: The Re-conceptualization Of Interaction Styles Put To An Empmentioning

confidence: 99%

Interaction styles of street-level workers and motivation of clients: a new instrument to assess discretion-as-used in the case of activation of jobseekers

Parys

Struyven

2018

Public Management Review

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“…El grupo experimental llevó a cabo una intervención (MAC) basada en un estilo interpersonal de apoyo a la autonomía. Para ello, se formó al investigador principal y a un observador externo en el estilo de apoyo a la autonomía (AA) (Aelterman et al, 2014;Cheon, Reeve, Yu, y Jang, 2014;Cheon y Reeve, 2013, 2015Haerens et al, 2013;Reeve et al, 2014). Se analizaron vídeos de educación física que presentaban ambientes de enseñanza con interacciones docente-discentes de diversa índole.…”

Section: Procedimientounclassified

Efectos del método acuático comprensivo en estudiantes de 6 y 7 años

Borges¹,

Murcia²

2018

riaa

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Antecedentes: A lo largo de las últimas décadas ha existido una preocupación constante por buscar nuevas formas de seducir a los estudiantes para el aprendizaje de los contenidos relacionados con la educación física a través de las actividades acuáticas escolares. Objetivos: El objetivo del estudio consistió en comprobar el efecto de una Metodología Acuática Comprensiva con apoyo a la autonomía sobre los saberes (saber, saber hacer, saber ser y saberes globales) en un grupo de estudiantes en clases de educación física en el medio acuático de 6 y 7 años de edad. Método: Los participantes fueron 80 estudiantes de 6 y 7 años. Se utilizó un diseño casi-experimental con un grupo control y un grupo experimental. El grupo control estuvo compuesto por 38 estudiantes, donde 20 eran chicos y 18 eran chicas y el grupo experimental, compuesto por 42 estudiantes, donde 25 eran chicos y 17 eran chicas. Se les midió a través de tres instrumentos que se diseñaron de forma específica para este estudio que recogían medidas del saber, saber hacer, saber ser y saberes globales. Al grupo experimental se le aplicó el Método Acuático Comprensivo (MAC) durante ocho meses (20 clases). Resultados: Tras las distintas fases de análisis, construcción y validez, el sistema de registro permitió obtener un buen sistema de medida de los saberes. Después de la intervención, el grupo experimental presentó diferencias en todos los saberes, siempre siendo mejor el resultado en el post-test. El grupo control también presentó diferencias en los saberes, siendo peores los resultados en el post-test. Conclusiones: Los instrumentos diseñados para validar el saber, saber hacer, saber ser y saberes globales presentaron adecuadas medidas psicométricas. La metodología activa (Método Acuático Comprensivo), ha mostrado mejores efectos sobre el aprendizaje del saber, saber hacer, saber ser y saberes globales en las actividades acuáticas en estudiantes de 6-7 años en clases de educación física.

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“…Therefore, it is perhaps more important still that support for TAs focuses on an autonomy-supportive approach being beneficial for all (see Guay et al 2008;Niemiec and Ryan 2009;Reeve, 2009), including students with the most controlled forms of motivation who report benefitting from an autonomy-supportive rather than controlling approach (De Meyer et al 2015). The emphasis should also be on persuading TAs and other educators of the efficacy of autonomy-supportive teaching given that teachers' beliefs about the effectiveness of particular motivational styles has been shown to be a strong predictor of their adopting such a style (Reeve et al 2014). …”

Section: Summary Of Implications For Educational Practicementioning

confidence: 99%

Autonomy-supportive teaching and its antecedents: differences between teachers and teaching assistants and the predictive role of perceived competence

2016

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Research predicated on self-determination theory (SDT) has established a positive relationship between autonomy-supportive teaching and a range of desired student outcomes.Therefore, the enhancement of autonomy-supportive teaching is a legitimate focus of efforts to improve student outcomes. In this study we compared self-reported levels of autonomysupportive teaching among different educational professionals and explored the relationships between four hypothesised antecedents of autonomy support: constraints at work, perceived competence for teaching, perceptions of students' autonomous motivation towards school, and autonomous motivation for teaching. Questionnaire data from 429 teachers and teaching assistants (TAs) working in schools in the United Kingdom (UK) revealed that teachers report significantly more autonomy-supportive teaching than do TAs. Structural equation modelling indicated that the more teachers feel competent the more their teaching is autonomy-supportive.Among a range of other significant findings, teachers, but not TAs, who experience fewer constraints at work are more autonomously motivated towards teaching. The findings suggest that differences in autonomy-supportive teaching may account, at least in part, for the differential impact of teachers and TAs on academic progress as revealed by recent large-scale research in the UK. Furthermore, they identify social-contextual variables that should be considered when attempting to promote autonomy-supportive teaching and educators' motivation towards teaching.

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The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation

Cited by 159 publications

References 57 publications

Interaction styles of street-level workers and motivation of clients: a new instrument to assess discretion-as-used in the case of activation of jobseekers

Interaction styles of street-level workers and motivation of clients: a new instrument to assess discretion-as-used in the case of activation of jobseekers

Efectos del método acuático comprensivo en estudiantes de 6 y 7 años

Autonomy-supportive teaching and its antecedents: differences between teachers and teaching assistants and the predictive role of perceived competence

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