Teachers as Facilitators: What Autonomy‐Supportive Teachers Do and Why Their Students Benefit

By J. Reeve. The Elementary school journal, 2006

841 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3d01270ddf392a3cae403f248e3cab1b537b1cc9

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Citations in the corpus

Enhancing autonomy-supportive I–Thou dialogue in schools: conceptualization and socio-emotional effects of an intervention program (2012, methodology): “Two additional sources of our approach to autonomy supporting dialogue are: (1) the ideas and research of Assor and his colleagues concerning the promotion of growth in schools (Assor 1995, 2001, 2003; Assor et al. 2000a,b, 2002, 2005, 2009; Assor and Kaplan 2001; Roth et al. 2007), and (2) the lear”
Examining the components and concomitants of parental structure in the academic domain (2010, background): “In particular, the provision of autonomy support by teachers (e.g., Deci et al. 1981; Reeve 2006; Ryan and Grolnick 1986), physicians (e.”
On Teaching Adaptively (2008, background): “Teachers give high levels of support in challenging or novel tasks, even with independent learners (Reeve, 2006).”
Intrinsic motivation, extrinsic motivation, and academic achievement among Indian adolescents in Canada and India (2011, background): “Given the numerous benefits of autonomy-supportive classroom contexts (see McLachlan and Hagger 2010; Reeve 2006; Reeve et al. 2007), the Indian adolescents in India might benefit from autonomy-supportive classroom teachers who facilitate their students’ autonomous motivation.”
Perceived teachers’ behavior and students’ engagement in physical education: the mediating role of basic psychological needs and self-determined motivation (2020, background): “Finally, need thwarting PE teachers exhibit a relatedness-thwarting style by remaining cold and distant from their students (Skinner et al. 2003; Reeve 2006).”
Student autonomy and course value: The unique and cumulative roles of various teacher practices (2013, methodology): “…developed new items that assess students’ perceptions of eight categories of teacher behavior that may support students’ feelings of autonomy (Assor et al. 2002; Belmont et al. 1992; Connell 1990; Wellborn and Connell 1987; Reeve et al. 2004; Reeve and Jang 2006; Reeve 2006; Stefanou et al. 2004).”
The influence of the high school classroom environment on learning as mediated by student engagement (2017, background): “The first is motivational support, which is teacher and classroom support of students’ intrinsic motivation (Sansone & Harackiewicz, 2000), autonomy (Reeve, 2006), interest development (Hidi & Renninger, 2006), competence (Urdan & Turner, 2005), and self-efficacy (Bandura, 1977).”
Autonomy Support in the Classroom A Review From Self-Determination Theory (2015, background): “As indicated by Reeve et al. (2014), future cross-cultural studies contemplating collec-”
Exploring the Contexts of Relationship Quality between Middle School Students and Teachers (2006, background): “…need for structure with students’ need for autonomy increase students’ sense of responsibility for their own learning, intrinsic motivation for academic tasks, feelings of competence, and use of strategies leading to conceptual understanding (see Reeve, 2006, this issue; Reeve, Bolt, & Cai, 1999).”
Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction (2021, background): “Examples include giving clear directions; expressing high but attainable expectations; providing guidance when students need help; and offering informative feedback (Haerens et al., 2013; Jang, Reeve, & Deci, 2010; Reeve, 2006).”
Effects of choice on student motivation and physical activity behavior in physical education. (2008, background): “Controlling teachers, in contrast to autonomy-supportive teachers, interfere with students’ self-determination because they ask students to follow the teacher’s instructional agenda, thus alienating students from their inner motivational (Reeve, 2006).”
Allowing Choice and Nurturing an Inner Compass: Educational Practices Supporting Students’ Need for Autonomy (2012, neutral): “This frustration has been shown to undermine engagement, well-being, and vitality (e.g., Assor, Kaplan, Kanat-Maymon, & Roth, 2005 ; Assor, Kaplan, & Roth, 2002 ; Reeve, 2006 ; Reeve & Jang, 2006 ) .”
The importance of autonomy for rural Chinese children's motivation for learning (2009, background): “Autonomy support includes offering choices, encouraging independent problem solving, involving students in decision making, and minimizing the use of pressure (e.g., Reeve, 2006; Reeve, Bolt, & Cai, 1999).”