Effects of Autonomy-Supportive Teaching on Student Learning and Motivation

By Erin Marie Furtak, M. Kunter. 2012

137 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f1a2f119e52208696947cbd8b0984a72612989d1

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. B. Ng
2. Woon Chia Liu
3. C. K. John Wang

In Experimental and Cognitive Psychology

1. B. Ng
2. Woon Chia Liu
3. C. K. John Wang

In Social Psychology

1. Woon Chia Liu
2. B. Ng
3. C. K. John Wang

Citations in the corpus

• Motivational teacher strategies: the role of beliefs and contextual factors (2015, unknown): “…controlling or auton-omy-supportive teaching strategies and their effectiveness could depend on a variety of factors often not taken into account in survey research, such as teachers’ personal beliefs, contextual factors and student characteristics (Furtak and Kunter 2012; Iyengar and Lepper 1999).”
• Student Motivation and Learning in Mathematics and Science: A Cluster Analysis (2016, background): “SDT research advocated the benefits of learner needs satisfaction and teacher autonomy support (Furtak & Kunter, 2012; Jang, Kim, & Reeve, 2012; Reeve, Jang, Carrell, Jeon, & Barch, 2004).”