Student autonomy and course value: The unique and cumulative roles of various teacher practices

By Erika A. Patall, A. Dent, Melissa H. Oyer, S. R. Wynn. 2013

105 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b28a1f97288ada2b07809c70e1fede871b953e4f

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Citations in the corpus

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…”
Teaching methods and their impact on students’ emotions in mathematics: an experience-sampling approach (2017, background): “If students feel they can choose between different tasks, this may help them to feel more in control of the learning process (Patall et al. 2013; Ryan and Deci 2000).”
The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach (2020, unknown): “Footnote 1 (continued) Experiences Questionnaire (SEQ; Patall et al. 2013) were adapted to the teacher perspective, that is, choice provision (6 items; α = .83; e. g., “I encourage students to work in their own way”), offering a rationale (6 items; α = .89; e .g., “I explain to my students how what ”
Daily Autonomy Supporting or Thwarting and Students’ Motivation and Engagement in the High School Science Classroom (2017, methodology): “…for autonomy is associated with poorer well-being and less desirable forms of motivation that are focused on acquiring rewards or avoiding undesirable consequences (e.g., Bartholomew, Ntoumanis, Ryan, Bosch, & Thøgersen-Ntoumani, 2011; Haerens et al., 2015; Patall et al., 2013; Reeve & Jang, 2006).”
Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020, unknown): “Patall, Dent, Oyer, and Wynn (2013) showed further that, along with choice, teachers can support autonomy by taking students’ interests into account.”
Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective (2018, methodology): “Student reported daily teacher autonomy-supportive practices We designed a student perceived teacher autonomy-supportive practices measure based on prior measures used in cross-sectional research (Assor et al., 2002; Connell, 1990; Katz, Kaplan, & Gueta, 2009; Patall et al., 2013; Reeve & Jang, 2006”