Effects of an autonomy-supportive intervention on tutor behaviors in a higher education context

By Sarah McLachlan, Martin S. Hagger. 2010

87 citations recorded by the source corpus.

Subfields: Applied Psychology, Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/fe065ba56e10487ed8d6822a7a0a5f9589237ca5

How researchers see this paper

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

In Applied Psychology

In Clinical Psychology

In Social Psychology

Citations in the corpus

Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment (2015, background): “Training programs have been developed to instruct teachers on how to employ more autonomy-supportive techniques in lessons (Cheon, Reeve, & Moon, 2012; McLachlan & Hagger, 2010).”
Self-determined motivation for practice in university music students (2016, background): “University tutors have participated in seminars to learn about autonomy support, and subsequently shown more autonomy-supportive behaviours in their classrooms (McLachlan & Hagger, 2010).”
The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach (2020, unknown): “…and supportive attitude towards their students (Reeve 2009), thereby using practices that are participative , such as offering choice to students (McLachlan and Hagger 2010; Waterschoot et al. 2019) or attuning , such as explaining the personal relevance of a certain task (Assor et al. 2002).”
Intrinsic motivation, extrinsic motivation, and academic achievement among Indian adolescents in Canada and India (2011, background): “Given the numerous benefits of autonomy-supportive classroom contexts (see McLachlan and Hagger 2010; Reeve 2006; Reeve et al. 2007), the Indian adolescents in India might benefit from autonomy-supportive classroom teachers who facilitate their students’ autonomous motivation.”
Transferring motivation from educational to extramural contexts: a review of the trans-contextual model (2011, unknown): “Second, in order to corroborate our analysis and align it directly with SDT, we conducted a brief study in which individuals were asked to cite the typical reasons (outcomes) for which they pursued physical activity (McLachlan & Hagger, 2010a).”