A Meta-analysis of the Effectiveness of Intervention Programs Designed to Support Autonomy

By Yu-Lan Su, J. Reeve. 2011

838 citations recorded by the source corpus.

Subfields: Applied Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f89887acfe6b1853d489167f8428f7303d383927

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Citations in the corpus

Development and evaluation of a training on need-supportive teaching in physical education: Qualitative and quantitative findings (2013, methodology): “In a recent meta-analysis, Su and Reeve (2011) summarized the findings of 19 intervention studies inwhich socializing agents were trained to adopt a more autonomy-supportive and less controlling interpersonal style.”
Parental autonomy support, community feeling and student expectations as contributors to later achievement among adolescents (2017, background): “Parental autonomy support and broader adult autonomy support in the realm of education regularly include allowing children to contribute to decisions, listening to children and expressing an interest in children’s learning (Froiland, 2011; Su & Reeve, 2011; Vasquez et al., 2015).”
Testing theory in practice: The example of self-determination theory-based interventions (2014, methodology): “…(i.e. the active transformation of controlled regulation into more autonomous forms of [self-] regulation), in turn leading to increased integration of this regulation into a person’s personality, and positive behavior change (Fortier et al. , 2012; Ryan et al. , 2008; Su & Reeve, 2011).”
Observed need-supportive and need-thwarting teaching behavior in physical education: Do teachers' motivational orientations matter? (2013, result): “This might be a real challenge as a recent meta-analysis indicated that control-oriented individuals are to a lesser extent receptive for change than autonomy-oriented teachers (Su & Reeve, 2011).”
Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes (2011, background): “Teachers can support students’ autonomy by using non-controlling language and offering students choices ( Su and Reeve 2010 ).”
Student autonomy and course value: The unique and cumulative roles of various teacher practices (2013, methodology): “To date, most interventions designed to increase autonomy-supportive behavior have trained teachers to simultaneously implement multiple practices meant to support students’ sense of autonomy and subsequent motivation (e.g. Reeve et al. 2004; Su and Reeve 2011).”
Measuring Students' Motivation: Validity Evidence for the MUSIC Model of Academic Motivation Inventory. (2016, background): “For an example of how autonomy support is broader in scope than the autonomy construct, consider that nurturing inner motivational resources can include constructs such as interest, intrinsic motivation, competence, relatedness, sense of challenge, and intrinsic goals (Su & Reeve, 2011).”
Autonomy-Supportive Pedagogical Approach to Sports Coaching: Research, Challenges and Opportunities (2014, methodology): “A meta-analysis of intervention studies and their effectiveness in developing autonomy-support was conducted by Su and Reeve [41].”
Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement (2015, background): “A meta-analysis of 19 studies on interventions targeting students' autonomy conducted by Su and Reeve (2010) found that results generally affirmed interventions´ effectiveness and that effect sizes were bigger if the intervention provided students with meaningful rationales, acknowledged students'…”