Teachers become more autonomy supportive after they believe it is easy to do

By J. Reeve, S. Cheon. 2016

175 citations recorded by the source corpus.

Subfields: Clinical Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/edca2386d135d60e394d55a0753833e73d4ebc97

How researchers see this paper

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

In Clinical Psychology

1. Hyungshim Jang
2. Hye-Ryen Jang
3. J. Reeve
4. Jae-won Lee
5. B. Schreurs
6. A. van den Broeck
7. Youngsun Lee
8. T. Jungert

In Safety Research

1. J. Reeve
2. S. Cheon
3. Hyungshim Jang
4. Youngsun Lee
5. Jae-won Lee
6. Hye-Ryen Jang
7. T. Jungert
8. A. van den Broeck

In Social Psychology

1. J. Reeve
2. S. Cheon
3. Hyungshim Jang
4. Youngsun Lee
5. Jae-won Lee
6. Maarten Vansteenkiste
7. Richard M. Ryan
8. Hye-Ryen Jang

Citations in the corpus

• Students' Agentic Engagement Predicts Longitudinal Increases in Perceived Autonomy-Supportive Teaching: The Squeaky Wheel Gets the Grease (2018, unknown): “…“ practice as usual ” way — become signi fi cantly more autonomy-supportive toward students, as judged by their students (Cheon et al., 2016); by trained raters who score teachers ’ actual classroom instructional behaviors (Cheon et al., 2012); and by the teachers themselves (Reeve & Cheon, 2016).”
• How Colleagues Can Support Each Other's Needs and Motivation: An Intervention on Employee Work Motivation (2018, background): “Understanding each other then helps to provide choices and rationales that are meaningful to the others and therefore allows supporting their need for autonomy (Reeve & Cheon, 2016).”
• Why autonomy-supportive interventions work: Explaining the professional development of teachers’ motivating style (2018, background): “…students' conceptual learning, engagement, and behavior and (2) come to believe that these newly-learned autonomy-supportive instructional behaviors (e.g., “take the students' perspective”, “provide explanatory rationale for requests”) are both highly effective and easy-to-do (Reeve & Cheon, 2016).”
• Personality-based antecedents of teachers’ autonomy-supportive and controlling motivating styles (2018, methodology): “The Teaching Scenarios measure has been used successfully in past research to assess teachers' autonomy-supportive and controlling motivating styles (Reeve et al., 2014; Reeve & Cheon, 2016).”