What teachers say and do to support students' autonomy during a learning activity.

By J. Reeve, Hyungshim Jang. 2006

1,556 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/63f465f3e41340bae552e3826798f6fce93be165

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Motivational teacher strategies: the role of beliefs and contextual factors (2015, positive): “Such strategies include the use of external rewards such as grades or directive language (Jang et al. 2010; Niemic and Ryan 2009; Reeve and Jang 2006; Reeve et al. 2004a, b; Vansteenkiste et al. 2004).”
Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings (2017, background): “This has also been explored with regard to learners' self-determined motivation (Noels, 2009; Reeve & Jang, 2006) and L2 willingness to communicate (Peng & Woodrow, 2010).”
How Reading Motivation and Engagement Enable Reading Achievement: Policy Implications (2020, background): “Classrooms lacking autonomy support—those in which teachers provide extrinsic rewards for progressing toward the goals they set (Jang et al., 2010; Reeve & Jang, 2006)—can conversely weaken intrinsic motivation (Assor et al., 2005).”
Expanding Autonomy Psychological Need States From Two (Satisfaction, Frustration) to Three (Dissatisfaction): A Classroom-Based Intervention Study (2019, background): “…combined with perspective taking, initiative support, and communicating a sense of choice and flexibility about what to do (Assor et al., 2002; Zougkou et al., 2017)—promotes adaptive attention to the task as the student realizes that the upcoming activity is need supportive (Reeve & Jang, 2006).”
Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. (2010, background): “…(a) nurture inner motivational resources, (b) rely on noncontrolling informational language, and (c) acknowledge the students' perspective and feelings (Deci, Eghrari, Patrick, & Leone, 1994; Mageau & Vallerand, 2003; Reeve & Jang, 2006; Reeve, Jang, et al., 2004; Ryan & La Guardia, 1999).”
The effects of an experimental programme to support students’ autonomy on the overt behaviours of physical education teachers (2008, positive): “Based on previous works (e.g., Reeve, 2002; Reeve et al., 1999; Reeve & Jang, 2006), 14 of the 15 behaviours were grouped together in 3 overarching categories: (1) autonomy-supportive (i.e., the sum of the mean frequencies of organisational communications, technical and tactical advice, posing…”
Effectiveness of the Self-Regulation Empowerment Program With Urban High School Students (2008, background): “…students to become more active, strategic participants in their learning by teaching them empirically supported learning strategies as well as specific forethought and reflective thinking skills is an important pathway to academic success (Gleason, Archer, & Colvin, 2002; Reeve & Jang, 2006).”
What Can Student Perception Surveys Tell Us About Teaching? Empirically Testing the Underlying Structure of the Tripod Student Perception Survey (2016, background): “Support for the importance of studentcentered approaches to instructional interactions comes from many sources but perhaps most centrally from autonomy support theory, which prescribes following student leads and incorporating student input into instruction (e.g., Reeve & Jang, 2006).”
Motivation and Its Relationship With Reading Achievement in an Urban Middle School (2006, background): “Furthermore, the more teachers used autonomy support during instruction, the more their students were engaged (Reeve & Jang, 2006).”
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).”
Morality in Sport: A Self-Determination Theory Perspective (2009, background): “These environments offer choice, support individual volition, minimize pressure and control, acknowledge negative feelings (i.e., provide empathy), and offer meaningful rationale for engaging in activities (Reeve & Jang, 2006).”