Daily Autonomy Supporting or Thwarting and Students’ Motivation and Engagement in the High School Science Classroom

By Erika A. Patall, R. Steingut, Ariana C. Vasquez, Scott S. Trimble, Keenan A. Pituch, Jen L. Freeman. 2017

204 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/a411a8dfb79e772a1c7906ae055d5f810d7c43cf

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

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, result): “For example, Patall et al. (2018) found evidence consistent with the self-determination theory (Jang, Kim, & Reeve, 2016): perceived teacher’s autonomy support was related to intrinsic motivation and school engagement, while controlling educational practices predicted daily controlled motivation…”
Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures (2018, background): “Autonomy-supportive teachers are not controlling; they embrace student perspectives and do not pressure student thoughts, actions, and feelings (Patall et al., 2017).”
Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis (2020, background): “This can be achieved, for instance, by supporting autonomy and cooperation, adopting cognitive and emotional scaffolding, building clear goal structures, and fostering self-regulation (Patall et al., 2018).”
Basic psychological need theory: Advancements, critical themes, and future directions (2020, unknown): “Parallel to the differentiation between need satisfaction and need frustration, an increasing number of studies have explored the unique and independent contributions of autonomy-supportive and controlling styles (e.g., Bartholomew et al. 2011; Bhavsar et al. 2019; Haerens et al. 2018; Patall et al.”
Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective (2018, methodology): “The structure of this disengagement was established through a multilevel exploratory factor analyses (MLEFA), and reported in a separate paper (Patall et al., 2018).”
The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach (2020, unknown): “The vast majority of these studies were performed in secondary education, showing that student perceived autonomy support (Patall et al. 2018) and structure (Jang et al.”
When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students (2020, background): “That is, when teachers take their students' perspective and support their initiative, students generally become more interested (Tsai, Kunter, Lüdtke, Trautwein, & Ryan, 2008) and engaged (Patall et al., 2018) while teachers gain in teaching efficacy and job satisfaction (Cheon, Reeve, Yu, & Jang, 2”