When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students

By S. Cheon, J. Reeve, Maarten Vansteenkiste. 2020

286 citations recorded by the source corpus.

Abstract In two experimentally-based and longitudinally-designed studies, secondary-level PE teachers were randomly assigned to participate or not in a new intervention to help them learn all of the following: support autonomy, provide structure, and provide structure in an autonomy-supportive way. In Study 1, teachers who participated in the intervention showed longitudinal gains in all five hypothesized teacher benefits (e.g., teaching efficacy, job satisfaction). In Study 2, students of teachers who participated in the intervention showed longitudinal gains in all four hypothesized student benefits (e.g., classroom engagement, skill development). Overall, teachers and students benefited after teachers provided structure in an autonomy-supportive way.

Subfields: Developmental and Educational Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/489a8265bac9791f2df3a6b193052ee5435965c7

Citations in the corpus

• The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach (2020, unknown): “Future intervention research on need-supportive teaching (Cheon et al. 2020) could make use of the circumplex model to strengthen the effectiveness of the training.”