Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.

By Hyungshim Jang, J. Reeve, Edward L. Deci. 2010

1,635 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6375746926e252644213a81ec8267cddc399fa72

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Citations in the corpus

Student-centred and teacher-centred learning environment in pre-vocational secondary education: Psychological needs, and motivation (2014, background): “We support research that takes more complex relations into account, reporting that fulfilling students’ need for autonomy also involves teachers taking students seriously (Assor et al. 2002) and providing rationales for learning (Jang et al. 2010).”
The role of emotional engagement in lecturer-student interaction and the impact on academic outcomes of student achievement and learning (2012, background): “Furthermore, past studies have shown each of these four aspects play a role in fulfilling the individual needs for relatedness, autonomy, and competence (Jang et al., 2010; Skinner et al., 2008).”
Development and evaluation of a training on need-supportive teaching in physical education: Qualitative and quantitative findings (2013, background): “…2009), by offering sufficient guidance during the lesson and by providing step-by-step directions thereby following the pace of the learners (e.g., Jang et al., 2010), and by giving positive and constructive feedback (e.g., Koka & Hein, 2005; Mouratidis, Vansteenkiste, Lens, & Sideridis, 2008) to…”
Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective (2018, result): “Finally, these results extend the previous research focused on the interplay between structure and autonomy support (Curran, Hill, & Niemiec, 2013; Jang et al., 2010; Vansteenkiste et al., 2012).”
When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students (2020, background): “…guidance for how students can make progress and attain desired outcomes (Vansteenkiste et al., 2012), scaffolds progress and offers helps (Jang et al., 2010), monitors and adjusts task difficulty as needed (Belmont, Skinner, Wellborn, & Connell, 1992), and provides constructive feedback…”
Autonomy and autonomy disturbances in self-development and psychopathology: Research on motivation, attachment, and clinical process (2016, positive): “Consistent with this reasoning, Jang, Reeve, and Deci (2010) showed that structure and autonomy support were modestly positively (rather than negatively) correlated and independently contributed to positive educational outcomes.”
A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it (2016, background): “Several researchers have documented the positive influence of teacher’s autonomy support on students’ engagement, concentration, time management, self-regulation, and academic performance (Jang et al. 2010; Reeve 2006).”
Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning (2019, neutral): “Researchers working with engagement as a construct have recognized the reciprocal relationship between what teachers do and how students respond (H. Jang, Reeve, & Deci, 2010; Oga-Baldwin et al., 2017; Skinner et al., 2008; Skinner & Belmont, 1993).”