The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective

By A. E. Black, Edward L. Deci. 2000

2,008 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/453453eb80ac27e4f13e822a686f90597195a1c7

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Citations in the corpus

When helping helps: autonomous motivation for prosocial behavior and its influence on well-being for the helper and recipient. (2010, methodology): “To provide an overall index of the degree of autonomous motivation for helping, we subtracted controlled motivation from autonomous motivation scores (motivation for helping autonomous – controlled motivation), as done in previous studies (e.g., Black & Deci, 2000).”
Self-compassion, Achievement Goals, and Coping with Academic Failure (2005, methodology): “Although the original scale was used to assess motivation in a medical interviewing course, it has been successfully adapted for other types of courses (Black & Deci, 2000), and for the current study the measure was adapted to assess students’ motivation in their courses in general.”
The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach (2020, neutral): “For instance, correlational research showed that university students who perceived their teachers as more autonomysupportive reported more autonomous motivation and less anxiety for the subject later in the semester (Black and Deci 2000).”
Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. (2003, methodology): “This variable was coded by raters to place each tutor–teacher on a continuum from highly controlling to highly autonomy supportive (for similar studies, see Black & Deci, 2000; deCharms, 1976; Williams et al., 1996).”
Motivation for PhD studies : scale development and validation (2015, background): “Autonomousmotivation appears to be associatedwith positive outcomes, such as intention to persist (Black & Deci, 2000; Vallerand, Fortier, & Guay, 1997), performance in course-related activities (Boiché, Sarrazin, Grouzet, Pelletier, & Chanal, 2008), and subjective well-being (Litalien, Lüdtke,…”
Whether highly curious students thrive academically depends on perceptions about the school learning environment: A study of Hong Kong adolescents (2007, background): “Teachers perceived as supportive of student goal efforts leads to stronger curiosity and competence that independently contribute to greater academic learning (Black and Deci 2000).”
A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it (2016, background): “…2011), teachers of adult learners (e.g., Conti 1990), autonomous motivation (e.g., Gorissen et al. 2013) and perceived autonomy in education (e.g., Black and Deci 2000), we will need A design framework for enhancing engagement… 727 more consolidated, integrated models that address varied nuances…”
What makes lessons interesting?: The role of situational and individual factors in three school subjects (2008, background): “Students whose teachers are more autonomy oriented in their instructional style (Black & Deci, 2000; Deci, Schwartz, Sheinman, & Ryan, 1981; Ryan & Grolnick, 1986) or are given training in autonomy support (Reeve, Jang, Carrell, Jeon, & Barch, 2004) have been found to show higher intrinsic…”
Testing a self‐determination theory‐based teaching style intervention in the exercise domain (2008, background): “The use of pressure, demands and extrinsic rewards were also minimized ( Black & Deci, 2000; Reeve et al., 2004).”
Autonomy support and achievement goals as predictors of perceived school performance and life satisfaction in the transition between lower and upper secondary school (2014, methodology): “The short 6-item version of the Learning Climate Questionnaire—LCQ (Black and Deci 2000)was utilised tomeasure the student’s perception of their teachers’ autonomy support with reference to all of their teachers.”
Improving Teacher Feedback During Active Learning (2014, neutral): “Other terms referring to the facilitative way of giving feedback are ‘‘autonomy-supportive’’ or ‘‘student-centered’’ (Black & Deci, 2000).”
Testing Self-Determination Theory via Nigerian and Indian adolescents (2009, positive): “First, consistent with past findings in the educational psychology literature (i.e., Black & Deci, 2000; Grolnick & Ryan, 1987), perceived autonomy-support from the teacher was associated with positive course evaluations and with experienced need-satisfaction within the classroom (Hypothesis 1).”
Reciprocal relationships between contextual and situational motivation in a sport setting (2007, background): “…styles of behavior regulation are associated with greater levels of creativity (Sheldon, 1995), enhanced learning, interest, and enjoyment (Black & Deci, 2000), greater vitality (Nix, Ryan, Manly, & Deci, 1999), a healthy persistence (Pelletier et al., 2001), and a more stable self-esteem…”
The 'why' and 'why not' of job search behaviour: Their relation to searching, unemployment experience, and well-being (2004, background): “In previous studies with children and adults, encompassing the domains of education (Black & Deci, 2000), religion (Ryan et al., 1993), and health care (Williams et al., 1996), autonomous motivation has consistently and reliably been related to a wide range of positive experiential and wellbeing…”
Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective (2018, methodology): “…teacher autonomy support is the most beneficial because it is essential for the environment as a whole to speak to students' needs (Black & Deci, 2000; Reeve et al., 2004), we first calculated the scale score for each of the six practices but then averaged the six categories (mean daily…”
Teacher Self-Efficacy and Perceived Autonomy: Relations with Teacher Engagement, Job Satisfaction, and Emotional Exhaustion (2014, background): “According to Black and Deci (2000 ), behaviors that are autonomous have an internal perceived locus of causality, are experienced as volitional, © Psychological Reports 20142014, 114, 1, 68-77.”
Autonomy, competence, and relatedness in the classroom (2009, background): “Black and Deci (2000) found that college students who reported higher autonomous self-regulation for learning organic chemistry reported higher perceived competence and interest/enjoyment for the course material, as well as lower anxiety.”