Choice is good, but relevance is excellent: autonomy-enhancing and suppressing teacher behaviours predicting students' engagement in schoolwork.

By A. Assor, Haya Kaplan, G. Roth. British Journal of Educational Psychology, 2002

1,202 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6442e6db314147021123820dd2026ed7236b5019

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Citations in the corpus

The role of perceived autonomy support in predicting university students’ academic success mediated by academic self-efficacy and school engagement (2019, background): “…volitional endorsement of classroom behaviours (and basic psychological needs satisfaction) are able to promote students’ engagement in their learning environment (Alivernini & Lucidi, 2011; Assor et al., 2002; Diseth et al., 2012; Jang et al., 2010; Raufelder et al., 2016; Reeve & Jang, 2006).”
Toward an Integrative and Fine-Grained Insight in Motivating and Demotivating Teaching Styles: The Merits of a Circumplex Approach (2019, background): “In light of a handful studies which indicated that teacher autonomy support (Assor et al., 2002; Patall et al., 2013), teacher control (De Meyer et al., 2016) and teacher structure (Haerens et al., 2013) can be deconstructed into subareas, we expected that there would be room for differentiation…”
Examining the components and concomitants of parental structure in the academic domain (2010, methodology): “For example, Assor et al. (2002) argue that children feel more autonomous when they understand the relevance of the behavior which they are asked to enact to their personal goals.”
Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes (2008, background): “Although there have been studies of classroom practices related to engagement, the investigations have been related to achievement generally ( Assor, Kaplan, & Roth, 2002; Skinner, Wellborn, & Connell, 1990), mathematics in middle school (Ryan & Patrick, 2001), or to how teacher–student and parent–”
Students’ Needs, Teachers’ Support, and Motivation for Doing Homework: A Cross-Sectional Study (2009, positive): “…with items adopted from various scales for the assessment of teachers’ support of autonomy, competence, and relatedness (Alfi, Assor, & Katz, 2004; Assor et al., 2002; Grolnick, Deci, & Ryan 1997; Reddy, Rhodes, & Mulhall, 2003; Reeve & Jang, 2006; Reeve, Jang, Carrell, Jeon, & Barch, 2004;…”
Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation (2020, methodology): “Prior researchers have also suggested that fostering relevance in the learning environment might be a supportive practice that enhances autonomy, resulting in supporting learners’ goals, interests, and values (Assor et al., 2002; Ryan & Deci, 2000).”
Engaging Struggling Adolescent Readers to Improve Reading Skills (2017, background): “In an influential study by Assor, Kaplan, and Roth (2002), teacher behaviors that demonstrated the relevance of academic topics to students’ lives were important in promoting student engagement with schoolwork.”
Daily Autonomy Supporting or Thwarting and Students’ Motivation and Engagement in the High School Science Classroom (2017, methodology): “…practices that thwart students’ experiences of autonomy predict controlled motivation, which is driven by external consequences, and maladaptive functioning (e.g., Assor et al., 2002; De Meyer, et al., 2014; Haerens, Aelterman, Vansteenkiste, Soenens, & Van Petegem, 2015; Reeve & Jang, 2006).”