Autonomy, competence, and relatedness in the classroom

By Christopher P. Niemiec, Richard M. Ryan. 2009

2,584 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/69df7bb27a434b571a3cf0ac0930e28d89107eae

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Belonging Mediates Effects of Student-University Fit on Well-Being, Motivation, and Dropout Intention (2018, background): “…finding is in line with one of the key arguments of self-determination theory, namely that autonomy enhances students’ intrinsic motivation (e.g., Niemiec & Ryan, 2009).2 In other words, both paths we have added to the modified model in our analysis could have been predicted based on the…”
Self-determined motivation for practice in university music students (2016, background): “In addition, past research in other educational areas has found that autonomous motivation is linked to better engagement, persistence, and overall academic success (Deci, Vallerand, Pelletier, & Ryan, 1991; Niemiec & Ryan, 2009).”
Patterns of boredom and its relationship with perceived autonomy support and engagement (2014, background): “Furthermore, boredom is consistent with lack of autonomous regulation because of an inability to identify and internalize the value of an activity (Niemiec & Ryan, 2009).”
Teacher Self-Efficacy, Professional Commitment, and High-Stakes Teacher Evaluation Policy in Louisiana (2017, background): “…the time and autonomy for teachers to work at and hone their craft, and detailed feedback on practice (which will enhance the functional significance of a teacher’s performance evaluation; Adams, Forsyth, Ware, & Mwavita, in press; Firestone, 2014; Niemiec & Ryan, 2009; Ryan & Weinstein, 2009).”
Students' Motivation and Learning and Teachers' Motivational Strategies in English Classrooms in Thailand (2016, methodology): “This qualitative study was designed based on the framework of Self-Determination Theory (SDT) in line with selected international studies such as Assor, Kaplan and Roth (2002), Niemiec and Ryan (2009), Reeve (2009), Palmer (2009), Wiśniewska (2013), and Loima and Vibulphol (2014, 2016).”
Fostering student engagement with motivating teaching: an observation study of teacher and student behaviours (2020, background): “…that student engagement is fostered when teachers support students’ autonomy, provide structure and are involved in warm interactions (relatedness support) with their students, and students thus experience greater need satisfaction (Jang, Reeve, and Halusic 2016; Niemiec and Ryan 2009; Reeve 2002).”
The Relationship between Parent Expectations and Postschool Outcomes of Adolescents with Disabilities (2012, background): “Researchers and theorists from a broad range of disciplines highlight the importance of the family and other adults in the promotion of autonomy development within adolescents (Connell & Wellborn, 1991; Hill & Holmbeck, 1986; Niemiec & Ryan, 2009).”
A Motivational Model of Video Game Engagement (2010, background): “SDT-based research has shown that need support is key to integrative learning, such that when the act of learning is intrinsically motivated, it promotes a more thorough and deep understanding than learning guided by extrinsic factors (Niemiec & Ryan, 2009).”
Relations between student teachers' basic needs fulfillment and their teaching behavior (2016, background): “In an overview of this strand of research, Niemiec and Ryan (2009) concluded that policy makers should be more aware of the importance of the need for autonomy.”
Psychologically controlling teaching: Examining outcomes, antecedents, and mediators (2012, background): “Whereas need-supportive teaching would foster a relatively more autonomous motivation in students, need-frustrating teaching is thought to relate negatively to relative autonomy for studying (Niemiec & Ryan, 2009).”
Student Motivation: Current Theories, Constructs, and Interventions Within an Expectancy-Value Framework (2016, background): “Research on psychological needs reveals that when educators fulﬁ ll students’ needs for autonomy, relatedness, and competence, they are more intrinsically motivated, regulate their own learning, and perform better (e.g., Niemiec & Ryan, 2009 ).”
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).”
Social Support and Classroom Management Are Related to Secondary Students’ General School Adjustment: A Multilevel Structural Equation Model Using Student and Teacher Ratings (2018, background): “…management), and offer assistance with difficulties (social support), students will receive more opportunities to obtain content knowledge and complete their academic tasks successfully, giving them a feeling of competence in the corresponding subject domain (Brophy, 2006; Niemiec & Ryan, 2009).”
Developing a Conceptual Framework for Life Skills Interventions Ψ (2013, background): “…adaptive psychological outcomes will result the more that an individual internalizes the basic needs of autonomy, competence, and relatedness (Deci & Ryan, 2000; Niemiec & Ryan, 2007; Ryan et al., 2011; Ryan & Connell, 1989; Ryan & Deci, 2008; Sheldon, Kasser, Houser-Marko, Jones, & Turban, 2005).”