Identifying Configurations of Perceived Teacher Autonomy Support and Structure: Associations with Self-Regulated Learning, Motivation and Problem Behavior.

By Maarten Vansteenkiste, Eline Sierens, Luc Goossens, Bart Soenens, Filip Dochy, Anasthasios Mouratidis, Nathalie Aelterman, L. Haerens, W. Beyers. 2012

456 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/9b4e1aa5321363701db80017bbc19216fc03f95d

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences (2018, background): “Educational research guided by SDT has consistently shown that an autonomy-supportive teaching style nurtures a motivational pathway toward optimal functioning (e.g., Jang, Kim, & Reeve, 2012; Tessier, Sarrazin, & Ntoumanis, 2010; Vansteenkiste et al., 2012).”
Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective (2018, background): “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).”
Does observed controlling teaching behavior relate to students’ motivation in physical education? (2014, background): “Second, a well-structured and competence-enhancing style is contrasted with a chaotic style (e.g., Jang, Reeve, & Deci, 2010; Vansteenkiste et al., 2012).”
Autonomy and autonomy disturbances in self-development and psychopathology: Research on motivation, attachment, and clinical process (2016, background): “In fact, a number of studies in the domains of education (e.g., Vansteenkiste et al., 2012) and sports (e.g., Curran, Hill, & Niemiec, 2013) indicate that Autonomous Regulation and Facilitative Environments 393 the most optimal outcomes are attained under conditions of high autonomy support and…”
Emotion regulation and need satisfaction shape a motivating teaching style (2020, background): “Specifically, satisfied teachers tend to adopt the two motivating styles: autonomy supportive, characterised by showing understanding and attuning, and a structuring style, characterised by guiding and clarifying (e.g. Vansteenkiste et al., 2012).”
Toward an Integrative and Fine-Grained Insight in Motivating and Demotivating Teaching Styles: The Merits of a Circumplex Approach (2019, background): “…various positive and educationally important student outcomes, such as motivation, engagement, learning, and well-being (Jang, Reeve, & Deci, 2010; Vansteenkiste et al., 2012), whereas a teacher’s highly controlling motivating style is associated with a wide range of negative student outcomes…”
Embedding Interventions to Promote Self-Determination within Multitiered Systems of Supports (2016, background): “…majority of research in this area is descriptive and correlational, and more work is needed to examine the impacts of creating “autonomy-supportive” (Vansteenkiste et al., 2012, p. 431) environments for youth with and without disabilities, and the fit of such environmental supports at a Tier 1…”
Impact of the Self-Determined Learning Model of Instruction on Self-Determination and Goal Attainment in Adolescents With Intellectual Disability (2018, background): “…is needed on teachers’ roles in understanding and supporting environments that are supportive of self-determination (Rogat, Witham, & Chinn, 2014; Vansteenkiste et al., 2012), and how this relates to change in teachers’ instructional practices and perceptions of students and their capacity for…”
Observed need-supportive and need-thwarting teaching behavior in physical education: Do teachers' motivational orientations matter? (2013, background): “Previous studies have shown that structure provided by the teacher is conducive to student engagement (Jang, Reeve, & Deci, 2010) and self-regulated learning, whereas it relates negatively to problem behavior (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): “Such instruction allows students to experience greater self-confidence and competence need satisfaction that energizes their challengeseeking, classroom engagement, skill development, performance, and the use of deep and sophisticated learning strategies (Aelterman et al., 2019; Carpentier & Mageau,”