教师自主支持与学生学业成就关系的元分析:心理需要满足、动机及投入的中介作用

在教育实践中,教师作为教学活动的主要引导者,他们的教学风格对学生的学业成就具有重要影响。根据自我决定理论,自主支持型教师能够满足学生的基本心理需要,促进学习动机内化,进而提高学业投入及学业成就。本研究通过对37篇教师自主支持与学生学业成就的实证研究(53个独立样本,18278名学生)进行元分析,结果发现:(1)教师自主支持显著正向预测需要满足、动机、投入及学业成就;同时自主支持对需要满足、动机及投入的效应量高于对学业成就的效应量;(2)学生的需要满足及动机在教师自主支持对学业成就影响中起中介作用,但学业投入的中介作用不显著;(3)教师自主支持对学业成就的影响在不同年龄、经济与文化背景下没有显著差异。综上,在未来的教育活动中,教师应给予学生更多的自主支持,以满足学生基本心理需要,激发学生的学习动机,促进学业投入,提升学业成就。     

The Role of Autonomy Support and Autonomy Orientation in Prosocial Behavior Engagement

Two studies examined individual and environmental forces that affect engagement in prosocial behavior. Self-determination theory was used to derive a model in which autonomy orientation and autonomy support predicted satisfaction of three core psychological needs, which in turn led to engagement in prosocial activities. In Study 1, college students reported their engagement in various prosocial activities, and completed measures of autonomy orientation, parental autonomy support, and general need satisfaction. In Study 2, volunteer workers completed measures of autonomy orientation, work autonomy support and need satisfaction at work. The number of volunteered hours indicated the amount of prosocial engagement. Results across the studies showed that autonomy orientation was strongly related to engagement in prosocial behavior, while autonomy support was modestly related. Need satisfaction partially mediated the effect of autonomy orientation, and fully mediated the effect of autonomy support. Interestingly, autonomy support predicted lower volunteer turnover. Implications for how prosocial behavior can be motivated are discussed.     

Do Some People Need Autonomy More Than Others? Implicit Dispositions Toward Autonomy Moderate the Effects of Felt Autonomy on Well‐Being

The present studies examined whether implicit or explicit autonomy dispositions moderate the relationship between felt autonomy and well‐being. Study 1 (N = 187 undergraduate students) presents an initial test of the moderator hypothesis by predicting flow experience from the interaction of autonomy need satisfaction and autonomy dispositions. Study 2 (N = 127 physically inactive persons) used vignettes involving an autonomy (un)supportive coach to test a moderated mediation model in which perceived coach autonomy support leads to well‐being through basic need satisfaction. Again, the effects of need satisfaction on well‐being were hypothesized to be moderated by an implicit autonomy disposition. Study 1 showed that individuals with a strong implicit autonomy (but not power or achievement) motive disposition derived more flow experience from felt autonomy than individuals with a weak implicit autonomy disposition. Study 2 revealed that perceived autonomy support from sports coaches, which we experimentally induced with a vignette method, leads to autonomy satisfaction, leading in turn to positive effects on well‐being. This indirect effect held at high and average but not low implicit autonomy disposition. The results indicate that the degree to which people benefit from autonomy need satisfaction depends on their implicit disposition toward autonomy.     

Regulatory mode preferences for autonomy supporting versus controlling instructional styles

Background Three studies carried out in educational settings examined determinants of teacher's instructional styles and students' degree of satisfaction with the learning climates created by such styles. Aims Based upon regulatory mode theory, Studies 1 and 2 tested the hypotheses that teachers' locomotion orientation will be positively related, and their assessment orientation will be negatively related, to autonomy supportive (vs. controlling) instructional styles. Study 3 tested the hypothesis that students' regulatory mode will exhibit a fit effect with the prevalent learning climate in their school. Samples Participants for Study 1 were 378 teachers (278 females); for Study 2 were 96 teachers (65 females); and for Study 3 were 190 students (all males). Method Participants completed questionnaires that included measures of teaching styles (Studies 1 and 2), perceived learning climate and satisfaction (Study 3), and regulatory mode orientations (Studies 1 and 3). In Study 2 regulatory mode orientations were experimentally induced. Results Results confirmed that teachers' autonomy supportive versus controlling styles were positively related to their locomotion orientations and negatively related to their assessment orientation, and that students with a stronger locomotion (vs. assessment) orientation reported a higher level of satisfaction when the learning climate was perceived as autonomy supportive (vs. controlling). Conclusions The present studies show that teachers' preference for adopting an instructional style is influenced by their regulatory mode orientations, and that the effects of a learning climate on students' satisfaction are contingent on a fit between type of learning climate and students' regulatory mode orientations.     

Antecedents and trajectories of achievement goals: A self‐determination theory perspective

Background. Research has shown that both achievement goal theory and self‐determination theory (SDT) are quite useful in explaining student motivation and success in academic contexts. However, little is known about how the two theories relate to each other. Aim. The current research used SDT as a framework to understand why students enter classes with particular achievement goal profiles, and also, how those profiles may change over time. Sample. One hundred and eighty‐four undergraduate preservice teachers in a required domain course agreed to participate in the study. Method. Data were collected at three time points during the semester, and both path modelling and multi‐level longitudinal modelling techniques were used. Results. Path modelling techniques with 169 students, results indicated that students' autonomy and relatedness need satisfaction in life predict their initial self‐determined class motivation, which in turn predicts initial mastery‐approach and ‐avoidance goals. Multi‐level longitudinal modelling with 108 students found that perceived teacher autonomy support buffered against the general decline in students' mastery‐approach goals over the course of the semester. Conclusions. Data provide a promising integration of SDT and achievement goal theory, posing a host of potentially fruitful future research questions regarding goal adoption and trajectories.     

Self‐managed learning groups in higher education: Students' perceptions of process and outcomes

Background. Self‐managed learning groups are increasingly used in higher education. There is a need for more systematic investigation of university students' perceptions of the processes and outcomes of this learning method. Aims. This study aimed to identify the domains of process issues that students perceive as relevant to their participation in self‐managed learning groups, and how these processes are perceived to influence group outcomes. Sample. Participants were undergraduate psychology students who were members of self‐managed learning groups. Method. The first study employed qualitative methods (namely, students' written accounts, interviews, and observation) to study learning groups (N =180 students) and identify the process domains. In the second study, first and second year students (N =207) used a questionnaire (based on the domains identified in Study 1) to evaluate the processes and outcomes of their learning groups. Results. Analysis of qualitative data (Study 1) identified seven process domains: task focus, staff support, process learning, environmental fit, managing differences, equity and responsibility, and collaboration and cooperation. Factor analysis of students' responses (Study 2) identified an underlying structure of two process factors: personal responsibility and collaborative climate, and staff support and environmental fit. Both process factors were associated with the self‐reported satisfaction and productivity of this group of students. Conclusions. University students' perceptions of the processes of self‐managed learning groups have a clear structure. These process factors are associated with perceived group outcomes in systematic and theoretically consistent ways.     

Giving and Summoning Autonomy Support in Hierarchical Relationships

It is not easy to motivate and engage others in a way that is welcomed, effective, and relationship‐enriching. In a hierarchical relationship, supervisors' motivating styles and supervisees' agentic engagement–disengagement are often in conflict, rather than in synch. Still, reciprocal causation appears to be a naturally occurring process within these relationships, as supervisors' motivating styles longitudinally transform supervisees' engagement–disengagement, just as supervisees' engagement–disengagement transforms and summons the supervisors' motivating styles. Recognizing this, the article highlights an intervention‐based program of research designed to help infuse greater autonomy support and greater agentic engagement into the supervisor–supervisee relationship. When an experimentally based intervention helps supervisors learn how to become more autonomy supportive, interaction partners become more in synch, and this mutually supportive relationship dynamic yields numerous benefits for the supervisor, the supervisee, and the relationship. Future interventions are needed to understand what happens when supervisees learn how to become more agentically engaged. The conclusion is that relationships need and benefit from infusions of both the giving and the summoning of autonomy support.     

Do students with different motives for physical education respond differently to autonomy-supportive and controlling teaching?

ObjectivesThis study examined whether the effects of autonomy-supportive and controlling teaching in physical education depend on students' motivation.DesignA preliminary, cross-sectional study relied on questionnaires administered to teachers. The main study involved an experimental design with students.MethodsIn the preliminary study, 95 teachers reported on their beliefs regarding the effectiveness of autonomy supportive and controlling teaching styles for students with different motivational profiles. In the main study, 320 students completed a questionnaire on motivation and were then randomly assigned to an experimental condition in which they watched video-based vignettes of either an autonomy-supportive or a controlling style. After the experimental induction, students completed questionnaires on need satisfaction, need frustration, engagement, and oppositional defiance.ResultsTeachers tend to believe that autonomy support and control work best for students scoring high on, respectively, autonomous and controlled motivation. The main study, however, showed that the moderating role of student motivation in the effect of teaching style was limited. The few interactions obtained suggested that even students with poor quality motivation report that they would benefit from an autonomy-supportive approach and suffer from a controlling approach. Students in the autonomy-supportive, relative to the controlling, condition reported more engagement and less oppositional defiance, effects that were mediated by need satisfaction and frustration.ConclusionsAll students, independent of their motivational regulations when entering the experiment, reported that they would be more engaged and would show less oppositional defiance when they would interact with an autonomy-supportive instead of a controlling teacher during PE.     

Student autonomy and course value: The unique and cumulative roles of various teacher practices

High school students (N = 278) in 30 classrooms with ten teachers (grades 9 through 12) reported on teacher practices in a single course, autonomy need satisfaction, and value for that course. Using hierarchical linear modeling, results indicated that student perceptions of teachers providing choices and engaging in perspective-taking to a greater extent uniquely related to greater autonomy need satisfaction. Subsequent analyses suggested that students’ autonomy need satisfaction was greatest when they perceived that teachers also identified the importance and usefulness of coursework and considered students’ interests and opinions in course activities. Provision of choice and perspective-taking related to greater course value through autonomy need satisfaction, while identifying the importance and usefulness of course activities had only direct positive effects on course value. The pattern of total, direct, and indirect effects was slightly different depending on the component of course value. Results underscore the importance of including provision of choice in conceptualizations of teacher autonomy support.     

Accuracy and bias in perceptions of emotionally supportive communication in marriage

Abstract This study examined accuracy and bias within people's perceptions of a spouse's emotionally supportive behavior in the United States. Hypotheses stated that people's self‐reported supportiveness, their marital satisfaction, and outside observers' ratings of their partner's support predict people's perceptions of their partner's supportiveness. Married dyads (N = 100) completed measures of marital satisfaction, engaged in a discussion about personal stressors, and rated their own and their spouse's emotional support during the interaction. Third‐party observers also provided a rating of each partner's emotionally supportive behavior. For husbands and wives, perceptions of partner support were positively associated with their own supportiveness and the partner's observable supportive communication. Marital satisfaction predicted greater perception of partner support for wives, but not for husbands.     

The Role of Unconditional Parental Regard in Autonomy‐Supportive Parenting

Two studies explored the role of parents’ unconditional positive regard (UCPR) as perceived by adolescents and young adults in promoting the effectiveness of specific parenting practices that may support offspring's academic autonomous motivation. Study 1 tested the hypothesis that UCPR predicts rationale‐giving and choice‐provision practices and, at the same time, moderates their relations with adolescents’ autonomous motivation. Study 2 replicated the association between UCPR and the parental practices, and further explored the role of parents’ authenticity as an antecedent of UCPR and parental autonomy support. Study 1 included 125 adolescents and Study 2 considered 128 college‐students and their mothers. The offspring reported on their perceptions of their mothers and on their autonomous motivation, and the mothers reported on their sense of authenticity. Both studies found consistent associations between UCPR and parenting practices that may support autonomous motivation. Moreover, Study 1 demonstrated that the rationale giving and choice provision were more strongly related to adolescents’ autonomous motivation when adolescents perceived mothers as high on UCPR. Finally, Study 2 demonstrated that mothers’ authenticity predicted UCPR, which in turn was related to autonomy‐supportive parenting. Findings support the assumption that parents’ autonomy‐supportive practices are more effective when accompanied by UCPR.     

The importance of autonomy support and the mediating role of work motivation for well‐being: Testing self‐determination theory in a Chinese work organisation

We examine relations between perceived organisational autonomy support and different types of work motivation and well‐being outcomes in 266 teachers from two government schools in China. We hypothesised that greater autonomy support would be associated with more autonomous forms of employee motivation, and that teacher motivation would in turn mediate the effects of autonomy support on indicators of work well‐being (i.e., job satisfaction, work stress and physical ill symptoms). Results generally supported the hypothesised relations between perceived autonomy support and SDT's five types of motivations. Findings also showed that perceived autonomy support predicted job satisfaction directly and indirectly through the mediating roles of intrinsic motivation, identified regulation, introjected regulation and external regulation. Perceived autonomy support predicted work stress directly and indirectly through the mediating roles of external regulation and amotivation. Autonomy support also predicted illness symptoms via the mediating roles of intrinsic motivation, introjected regulation and amotivation. The current findings highlight how perceived organisational support for autonomy relates to motivational differences in a Chinese work context, and the potential relevance of autonomy support for employee well‐being.     

The relations of parental autonomy support to cultural internalization and well-being of immigrants and sojourners

Previous research has demonstrated that autonomy support is one particularly effective means of promoting internalization and fostering well-being. The present study sought to determine if this would also be the case with regards to culture by testing the relation of perceived parental autonomy support to the cultural internalization and well-being of multicultural students. In Study 1, 105 multicultural participants living in Canada were more likely to have fully internalized their host and heritage cultures and to have higher self-reported well-being when they reported that their parents were autonomy supportive. In Study 2, 125 Chinese-Malaysians sojourners were also more likely to have fully internalized their heritage culture and indicated higher well-being when they perceived their parents as autonomy supportive. In both studies, heritage cultural internalization was also associated with higher well-being.     

Daily fluctuations in the affective states of dancers: A cross-situational test of basic needs theory

ObjectivesThis study tested the generalizability of basic needs theory (BNT; Deci & Ryan, 2000) across situations in which dancers learn and perform within vocational dance. Specifically, we examined the inter-relationships between daily and typical perceptions of autonomy support, basic psychological need satisfaction, and changes in affective states, across dance situations that were divergent in their learning and evaluative potential (dance classes, rehearsals, and performances). Genre differences were also examined.DesignA one-month diary study examined the inter-relationships between typical and daily perceptions of autonomy support, basic psychological need satisfaction and positive and negative affect among dancers studying three distinct genres and in three situations (classes, rehearsals, performances).MethodFifty-five dancers completed a series of scales tapping the variables of interest. Abbreviated versions of the scales were completed before (affective states) and after (affective states, basic needs and autonomy support) dance classes, rehearsals and performances over four weeks. Analyzes tested the BNT sequence across the learning and performance situations. Interactions between typical and state experiences were tested. Cross-genre comparisons were also made.ResultsResults partially supported the BNT sequence across classes, rehearsals and performances. There were situational differences in the salience of each need as a predictor of affective states. When comparing genres, some differences were also found in perceived autonomy support, basic need satisfaction and affective states.ConclusionsFindings point to the importance of promoting autonomy supportive dance teaching to facilitate dancers' day-to-day experiences of well-being.     

Teachers’ epistemological beliefs as an antecedent of autonomy-supportive teaching

A large body of research has been devoted to the outcomes of autonomy-supportive teaching (AST). However, research on its antecedents is scarce. The present study explored teachers’ personal epistemology as a possible predictor of students’ perceptions of AST. We administered surveys to 622 students in 23 seventh- and eighth-grade classrooms regarding the extent to which their teachers tried to take the students’ perspective and to provide rationale—major aspects of autonomy support. At the same time, their teachers’ personal epistemologies were assessed. Hierarchical linear model analysis revealed that students of teachers scored with more objectivist (absolutist) personal epistemologies reported that their teachers were less likely to be autonomy supportive. AST, in turn, predicted students’ optimal internalization of pro-social behavior. Further exploration of a range of teachers’ personal characteristics, then, would appear to be an important and productive approach to understanding the variability of teachers’ engagement in autonomy supportive practices.     

Testing a self‐determination theory‐based teaching style intervention in the exercise domain

Drawing from self‐determination theory (SDT), this study examined the effect of an autonomy supportive, well structured and interpersonally involving teaching style on exercise class participants' psychological need satisfaction, motivational regulations, exercise behaviour, behavioural intention and affect. Female exercise class participants enrolled in a 10‐week exercise program were exposed to an SDT‐based (i.e. SDTc; n = 25) or typical (i.e. control group; n = 31) teaching style. The control condition reported a significant decrease in autonomy support, amotivation and behavioural intention over time. In addition, they reported a significant increase in competence and introjected regulation. Compared to the control condition, the SDTc reported a significantly greater linear increase in structure and interpersonal involvement, relatedness and competence need satisfaction and positive affect. Attendance rates were significantly higher in the SDTc. SDT‐based social‐contextual characteristics and psychological needs predicted autonomous regulations; all these variables collectively predicted adaptive outcomes. Copyright © 2007 John Wiley & Sons, Ltd.     

Teachers’ autonomy support,autonomy suppression and conditional negative regard as predictors of optimal learning experience among high-achieving Bedouin students

The study is based on self-determination theory and focuses on the motivation of high-achieving Bedouin students who belong to a hierarchical-collectivist society. The study focuses on the question: What are the relations between teachers’ autonomy support and control and an optimal learning experience among students? The study is unique in its population and in the distinction it draws between two types of teachers’ control: autonomy suppression (explicit control), and conditional negative regard, a phenomenon examined for the first time in teachers (implicit psychological control). The study population consisted of 144 students from seven high schools (74% girls) who completed questionnaires at two time-points. Structural equation modeling analysis indicated that perceived need satisfaction was positively predicted by teachers’ autonomy support, and negatively predicted by teachers’ conditional negative regard, while perception of a teacher as autonomy suppressive contributed directly and negatively to autonomous motivation. In turn psychological need satisfaction positively predicted autonomous motivation in learning that in turn predicted positive emotions and engagement in learning. The hypothesized mediation model has a good fit with the data. The findings have implications concerning the optimal conditions for learning among Bedouin students in general and high-achieving students in particular, and concerning the importance of autonomy-supportive teaching and refraining from control, explicit and implicit alike.     

Similarities and dissimilarities between teachers' and students' relationship views in upper elementary school: The role of personal teacher and student attributes

The present study aimed to advance insight into similarities and dissimilarities between teachers' and students' views of closeness and conflict in their dyadic relationship, and personal teacher and student attributes that contribute to these views. In total, 464 students (50.2% girls) and 62 teachers (67.5% females) from grades 4 to 6 participated in this study. Teachers filled out questionnaires about their background characteristics, self-efficacy (TSES), and student–teacher relationship perceptions (STRS) and students answered questions about their demographics and the student–teacher relationship quality (SPARTS). Peer-nominations were used to measure students' internalizing and externalizing behavior. Tests for measurement invariance suggested that the conflict and closeness constructs both approximated similarity across students and teachers. Multilevel structural equation models furthermore indicated that students' relationship perceptions, and conflict in particular, were predicted by their own gender, socioeconomic status, and internalizing and externalizing behavior. Additionally, teaching experience negatively predicted students' perceived conflicts. Teachers' relationship perceptions were both predicted by their own characteristics (teaching experience) and student features (gender, socioeconomic status, and externalizing behavior). These predictors explained between 39% and 61% of the variance in student- and teacher-perceived closeness and conflict. Last, teachers' general self-efficacy was positively associated with mean levels of closeness, and negatively associated with mean levels of conflict across student–teacher dyads.     

Self‐concept clarity and relationship satisfaction at the dyadic level

Self‐concept clarity is an individual resource that is associated with couple relationship well‐being. In two dyadic studies, the authors investigated whether and how self‐concept clarity has implications for both partners' relationship satisfaction. Study 1 tested and supported the hypothesis that self‐concept clarity concurrently predicts own and partner's relationship satisfaction through couple identity in a sample of 202 dating couples. Study 2 tested and supported the hypothesis that self‐concept clarity predicts longitudinal change in own and partner's relationship satisfaction through positive (i.e., supportive and common) dyadic coping behaviors in a sample of 97 married couples. The findings clarify and expand the benefits of self‐concept clarity for partners' relational well‐being.