The Role of Teacher Autonomy Support on Students’ Academic Engagement and Resilience

Abstract

Learners have internal motivational resources that, when maintained, can enhance engagement, enthusiasm, resilience, and success. Learner engagement in educational tasks is a remarkable issue supporting the overall success of learners in higher education. Furthermore, building resilience in learners necessarily requires teachers’ efforts. Therefore, teacher support for autonomy is critical for augmenting appropriate outcomes, and it is deemed as a strong predictor of learners’ particular resources along with their motivational styles and educational achievement. As there is a dearth of studies that have considered teacher autonomy support and its noteworthy influence on learners’ resilience and engagement, the current review endeavors to concentrate on this motivational style in higher education. Successively, several implications are offered to illuminate the issue for teachers, students, teacher trainers, and educational administrators.

Teaching style and academic engagement in pre-service teachers during the COVID-19 lockdown: Mediation of motivational climate

“…Conversely, it is believed that the controlling style would facilitate maladaptive consequences and, at the same time, undermine positive experiences (Opdenakker, 2021). Previous studies with university students have observed that the autonomy support style was positively related to both MC (Granero-Gallegos et al, 2021) and to academic engagement (Jiang and Zhang, 2021;Ma, 2021). In contrast, the controlling style was positively associated with maladaptive consequences, such as PC (Moreno-Murcia et al, 2018), while it was negatively related to adaptive consequences (Moreno-Murcia et al, 2018).…”

Fostering an autonomous approach as a key to successful remote learning during the covid pandemic

“…Although much attention is paid to the learner's position, also the role of the teacher in building autonomy is of considerable importance (Little 2003, Ma 2021). To promote autonomy, the teacher must go beyond the constraints of the educational system (Alonazi 2017), which for many years has imposed on him/her the role of instructor and expert.…”

“…First, it highlights the issue of students' perceptions of remote learning during the COVID-19 pandemic (Wu 2021) and enumerates reasons for their dissatisfaction (Abbasi et al 2020, Agarwal and Kaushik 2020, Amir et al 2020. Secondly, it explains the need to provide an autonomous environment for learners, suggesting a number of applications to induce a significant difference in the quality of remote learning and enable learners to reach their full potential, for instance supporting the development of cognitive and metacognitive abilities (Anthonysamy 2021), implementing students' self-directed activities (Paul and Jeferson 2019), providing autonomy in decision-making (Ma 2021) or enhancing selfefficacy (Hayat et al 2020). In doing so, it addresses the call for improvement opportunities of academics as well as students themselves who manifest their dissatisfaction with the level of remote education (Abbasi et al 2020).…”

Resiliencia como eje motivador en la docencia

“…En este sentido, Ma (2021) destaca que cuando los alumnos tienen recursos motivacionales internos pueden mejorar el compromiso, el entusiasmo, la resiliencia y el éxito; de allí la importancia de contar con docentes debidamente formados en el campo de la resiliencia, motivación, liderazgo, como factores protectores del crecimiento personal y académico de los estudiantes. Mientras que Zhang (2022) promueve que los afectos que se forman entre profesor y estudiantes pueden incidir en el proceso de enseñanza/aprendizaje, por lo tanto; se requiere que los estudiantes tengan algún sentido de pertenencia para mejorar su desempeño educativo.…”