A New Autonomy-Supportive Way of Teaching That Increases Conceptual Learning: Teaching in Students' Preferred Ways

By Hyungshim Jang, J. Reeve, Marc Halusic. 2016

269 citations recorded by the source corpus.

Subfields: Applied Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/419cf689e1c905db15b5f0e795d5de37161a2198

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In Applied Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students (2020, background): “We assessed students' classroom engagement as a multidimensional construct assessing behavior, emotion, cognition, and agency (Jang et al., 2016).”
Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020, unknown): “When they do so, students are also likely to judge them as more competent (Jang, Reeve, & Halusic, 2016).”
Self-determination for all language learners: New applications for formal language education (2019, background): “…experiencing disengagement, negative emotions, and other maladaptive outcomes was not because students did not perceive that these three basic psychological needs were not well supported but that their needs were strongly frustrated or thwarted by contextual facilitators (Jang et al., 2016a, b).”
Expanding Autonomy Psychological Need States From Two (Satisfaction, Frustration) to Three (Dissatisfaction): A Classroom-Based Intervention Study (2019, methodology): “The engagement-disengagement rating sheet was the four-item Engagement Rating Sheet (Reeve et al., 2004), which has been used previously in classroom settings (Jang et al., 2016), including PE classrooms (Tessier, Sarrazin, & Ntoumanis, 2010; Van den Berghe et al., 2016).”
Stability, change, and implications of students’ motivation profiles: A latent transition analysis (2017, background): “Jang, Reeve, and Halusic (2016) recently tested the educational utility of “teaching in students' preferred ways” as a new autonomy-supportive teaching strategy.”
Toward an Integrative and Fine-Grained Insight in Motivating and Demotivating Teaching Styles: The Merits of a Circumplex Approach (2019, background): “Research has further increasingly indicated that the absence of teacher autonomy support does not denote the presence of teacher control (e.g., Haerens, Aelterman, Vansteenkiste, Soenens, & Van Petegem, 2015; Jang et al., 2016).”
Students' Agentic Engagement Predicts Longitudinal Increases in Perceived Autonomy-Supportive Teaching: The Squeaky Wheel Gets the Grease (2018, unknown): “We assessed self-reported engagement as a multidimensional construct that featured behavioral, emotional, agentic, and cognitive aspects (Jang et al., 2016; Reeve, 2013).”
The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach (2020, unknown): “…feeling close to others) are met, students report more high-quality motivation and engagement (Orsini et al. 2016; Patall et al. 2018; Skinner et al. 2008) and they are more likely to deeply process the learning material and to perform better (e.g., Vansteenkiste et al. 2005; Jang et al. 2016b).”
Do outreach activities in secondary STEM education motivate students and improve their attitudes towards STEM? (2018, background): “Adding outreach activities to the curriculum would thus potentially add value for students’ reported intrinsic motivation for getting more involved in STEM activities, assuming that more positive perceptions of the learning environment elements would also lead to higher perceived satisfaction of the”
Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic: The mediating role of need satisfaction and burnout (2020, background): “They display patience and accept expressions of negative affect (e.g., Aelterman et al., 2019; Assor et al., 2002; Jang et al., 2016; Patall et al., 2010).”