Enhancing Students' Engagement by Increasing Teachers' Autonomy Support

By J. Reeve, Hyungshim Jang, Dan Carrell, Soohyun Jeon, J. Barch. 2004

1,556 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/c94f06ddef87b624c086fc76c4d42cf01efb447c

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

What motivates early adolescents for school? A longitudinal analysis of associations between observed teaching and motivation (2015, result): “Contrary to our study, these studies used observational measures of engagement (Jang et al., 2010; Reeve et al., 2004; Stefanou et al., 2004) and/or brief questionnaires that concerned engagement in the observed lessons and were administered immediately after these lessons (Jang et al.”
A Self-determination Theory Perspective on Student Engagement (2012, methodology): “This research is important for the purposes of the present chapter because it shows that (1) teachers can learn how to become more autonomy supportive and (2) the more autonomy supportive they become, the more high-quality engagement their students show (e.g., Reeve et al., 2004 ) .”
Student Motivation and Learning in Mathematics and Science: A Cluster Analysis (2016, result): “Consistent with previous empirical findings in academic domains (Reeve et al., 2004; Soenens & Vansteenkiste, 2005; Stefanou, Perencevich, DiCintio, & Turner, 2004), autonomy-supportive learning climates have positive impact on students’ need satisfaction and are linked to selfdetermined motivation.”
Do students with different motives for physical education respond differently to autonomy-supportive and controlling teaching? (2016, positive): “Given these findings, an increasing number of researchers have developed and tested evidence-based interventions to train PE teachers to adopt an autonomy supportive teaching style (e.g., Cheon, Reeve, & Moon, 2012; Reeve et al., 2004).”
A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it (2016, background): “Autonomy support and structure should be provided together When combined with structured guidance, autonomy support is effective in fostering students’ selfregulation (Reeve et al. 2004; Sierens et al. 2009) Providing both autonomy support and structure yielded positive effects on intrinsic motivati”
How Colleagues Can Support Each Other's Needs and Motivation: An Intervention on Employee Work Motivation (2018, background): “The effects of the intervention on need satisfaction and work motivation may be brief, even if comparable interventions suggest that the benefits of supportive training endure once they have been attained (deCharms, 1968; Reeve et al., 2004).”
Teacher and Peer Support for Young Adolescents’ Motivation, Engagement, and School Belonging (2015, background): “Teachers promote relevance in learning by communicating the value and meaning of lessons and activities (Assor & Kaplan, 2001; Reeve et al., 2004).”
Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience (2012, background): “Additional good news is that the action component of student engagement with academic work is directly observable, and so teachers can track it at the classroom level (Reeve et al., 2004 ) or at the level of individual students ( Skinner et al., 2009a, 2009b ) .”
The effects of an experimental programme to support students’ autonomy on the overt behaviours of physical education teachers (2008, positive): “These findings are in agreement with those reported by Reeve et al. (2004) who observed teachers of other subjects in the classroom and used a different rating method to code teachers’ behaviours.”
A Motivational Perspective on Engagement and Disaffection (2009, methodology): “We also included indicators of six motivationally supportive and unsupportive features of relationships with teachers and parents—namely, involvement/warmth, structure, autonomy support, neglect/rejection, chaos, and coercion (Murray & Greenburg, 2000; Reeve, Jang, Carrell, Jeon, & Barch, 2004; Sk”
Dynamics of need-supportive and need-thwarting teaching behavior: the bidirectional relationship with student engagement and disengagement in the beginning of a lesson (2016, methodology): “…work was further extended by objectively assessing teacher and student behavior by means of observations as was already done in previous studies (Reeve et al. 2004; Jang, Reeve, and Deci 2010; Tessier, Sarrazin, and Ntoumanis 2010; Haerens et al. 2013; Perlman 2013; Van den Berghe et al. 2013).”
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”
The role of supervisor autonomy support, organizational support, and autonomous and controlled motivation in predicting employees' satisfaction and turnover intentions (2013, background): “Second, there is a dearth of research on the factors that lead a supervisor to adopt an autonomy-supportive style even if a few recent intervention studies showed that people can learn how to become more autonomy-supportive in their interactions with others (eg, Deci et al, 1989 ; Hardre & Reeve, ”
The roles of autonomy support and harmonious and obsessive passions in educational persistence (2013, background): “Although research on autonomy support has traditionally measured autonomy support and control as opposite poles of the same continuum (Deci et al., 1981; Reeve et al., 2004; Soenens & Vansteenkiste, 2010) the present findings showed that autonomy support and control could lead to different outcomes.”
The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement (2017, background): “That is, when teachers consider their students’ feelings, thoughts, and behaviors, students tend to show greater effort, attention, and concentration on tasks (behavioral engagement), exhibit interest, curiosity, and enthusiasm (emotional engagement), offer proactive and constructive contributions t”