Enhancing autonomy-supportive I–Thou dialogue in schools: conceptualization and socio-emotional effects of an intervention program

By Haya Kaplan, A. Assor. 2012

87 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/bdc13f9b77b6d6ddc87365ab40315d115b2e9c65

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. J. Reeve
2. Hyungshim Jang
3. F. Korthagen
4. Virginia M. C. Tze
5. Robert M. Klassen
6. Lia M. Daniels
7. S. Cheon
8. Maarten Vansteenkiste

In Social Psychology

1. Hyungshim Jang
2. J. Reeve
3. Hye-Ryen Jang
4. Virginia M. C. Tze
5. Robert M. Klassen
6. Maarten Vansteenkiste
7. F. Korthagen
8. S. Cheon

Citations in the corpus

• Patterns of boredom and its relationship with perceived autonomy support and engagement (2014, background): “Similarly, Kaplan and Assor (2012) found that the more the junior high students perceived having autonomy supportive conversations with their teachers, the lower their experience of negative emotions.”
• Personality-based antecedents of teachers’ autonomy-supportive and controlling motivating styles (2018, background): “Conceptually, transformational leadership is leadership, and it is likely that autonomy support is not rooted in leading others but, instead, in supporting the inner direction they already possess (Kaplan & Assor, 2012).”
• Relations between student teachers' basic needs fulfillment and their teaching behavior (2016, background): “In a study of 420 seventh grade students in Israel, Kaplan and Assor (2012) showed that autonomy support led to more positive emotions in both the students and their teachers and reduced violence.”