scholarly journals The Influence of Autonomy-Supportive Teaching on EFL Students’ Classroom Autonomy: An Experimental Intervention

2021 ◽  
Vol 12 ◽  
Author(s):  
Fakieh Alrabai
Keyword(s):  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Learner Autonomy ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Teacher Autonomy ◽  
Self Report ◽  
Metacognitive Skills ◽  
Experimental Intervention ◽  
Perceived Choice

Based on the framework of self-determination theory (SDT), this two-wave longitudinal empirical investigation examined the actual practicality of certain strategies that have been theoretically acknowledged as having potential positive effect on English as a foreign language (EFL) learner’s autonomy. Strategies targeting learners’ self-determined learning in the classroom in terms of satisfying learner basic psychological needs (BPNs) of autonomy, competence, and relatedness as well as SDT key concepts, such as learner sense of choice, intrinsic motivation, control over learning, goals and needs, and metacognitive skills, were implemented in a treatment group for 12weeks. A classroom observation was used to evaluate teachers’ autonomy-supportive teaching and a student self-report measure, and an observation were used to assess learners’ autonomy. The findings derived out from analyses of variance, covariance and a hierarchical regression revealed that the experimental intervention led to statistically significant increased EFL autonomy for learners in the experimental group. Learner perceived choice, autonomy support, competence, and intrinsic motivation mediated the relationship between teacher autonomy-supportive teaching and learner autonomy; with perceived choice being the strongest predictor of learner autonomy. These findings acknowledge the vital role of teacher autonomy-supportive teaching in promoting EFL learner autonomy and recommend that, beside satisfying their BPNs, students should always be granted a larger space of freedom of choice, more control over learning, and more involvement in decision-making process.

scholarly journals How Can We Improve Teacher’s Work Engagement? Based on Chinese Experiences

2021 ◽  
Vol 12 ◽  
Author(s):  
Danhui Zhang ◽  
Jingwen He ◽  
Dingmeng Fu
Keyword(s):  
Intrinsic Motivation ◽  
Work Engagement ◽  
Autonomy Support ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Teacher Autonomy ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction ◽  
Perceived Autonomy Support

Drawing on Self-Determination Theory, the current study analysed the relationship between teachers’ perceived autonomy support and work engagement while it also explored the mediating effect of basic psychological need satisfaction and intrinsic motivation. The study investigated 520 elementary teachers in Beijing, and we found the following: (1) teachers in different groups reported diverse senses of perceived autonomy support, in that teachers with less teaching experience as well as those with a master’s degree have a higher score regarding the perceptions of teacher autonomy; and (2) teacher autonomy can affect work engagement not only in terms of the satisfaction of basic psychological needs but also by the chain of satisfaction of basic psychological needs and intrinsic motivation. Teachers with more autonomy support will have higher basic psychological need satisfaction and stronger teaching motivation, which will further enhance their work engagement.

scholarly journals Assessing the Relationship between Autonomy Support and Student Group Cohesion across Ibero-American Countries

2020 ◽  
Vol 17 (11) ◽  
pp. 3981
Author(s):  
Juan Antonio Moreno-Murcia ◽  
Elisa Huéscar Hernández ◽  
Luís Cid ◽  
Diogo Monteiro ◽  
Filipe Rodrigues ◽  
...  
Keyword(s):  
College Students ◽  
Intrinsic Motivation ◽  
Social Relations ◽  
Autonomy Support ◽  
Group Cohesion ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Convenience Sample ◽  
Needs Satisfaction ◽  
Perceived Autonomy Support

Teacher-endorsed supporting behaviors present themselves as key influencers of student adaptive academic and social functions. The objective of this paper was twofold. First, this study sought to test a model in which student-perceived autonomy support was associated with group cohesion, considering the mediating role of basic psychological needs satisfaction and intrinsic motivation. Second, the current study examined the dimensionality of the model across five Western countries, namely Spain, Portugal, Brazil, Chile, and Mexico. A convenience sample of 3033 college students (Mage = 21.51 ± SD = 3.71) were recruited for the analysis. The results revealed that perceived autonomy support was positively associated with needs satisfaction, being consequently associated with intrinsic motivation and, ultimately, with group cohesion. Additionally, a multigroup analysis revealed that the model was invariant across college students from the different countries. The current results are discussed around the promotion of teacher uses of autonomy-supportive behaviors fostering adaptive outcomes in students regarding positive social relations and that the cultures of Ibero-American countries are equivalent in this process.

scholarly journals Passion or Perseverance? The Effect of Perceived Autonomy Support and Grit on Academic Performance in College Students

2020 ◽  
Vol 17 (6) ◽  
pp. 2143 ◽  
Author(s):  
Elisa Huéscar Hernández ◽  
Juan Antonio Moreno-Murcia ◽  
Luís Cid ◽  
Diogo Monteiro ◽  
Filipe Rodrigues
Keyword(s):  
Academic Performance ◽  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Structural Model ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Mediating Effect ◽  
Convenience Sample ◽  
Sports Science ◽  
Perceived Autonomy Support

Background: Individuals who possess passion and perseverance to extensively work and study through challenges and adversity to achieve a set of goals are likely to reach higher achievement compared to others who lack similar facets. However, an under-researched question lingers over the effect of teacher-induced behaviors on academic outcomes such as grades and performance. The purpose of this study was to examine the relationships between teacher-induced autonomy support and student academic performance considering the mediating effect of basic psychological needs satisfaction, intrinsic motivation, and grit as two-independent factors. Methods: A convenience sample of 474 Sports Science students (Mage = 21.83 years; SD = 3.91) participated in the study. All participants completed a multi-section survey assessing the variables under analysis. Results: The measurement and structural model displayed acceptable fit, hence direct and indirect effects were examined among the variables of interest. Basic psychological needs and intrinsic motivation seem to display a mediating role between perceived autonomy support and academic performance, through perseverance. Contrarily, grit-passion did not exhibit a significant indirect effect. Conclusions: Current results shed new insights on how perseverance can shape student motivation and school success considering the autonomy support induced by teachers.

The Importance of Supporting Adolescents’ Autonomy in Promoting Physical-Sport Exercise

2013 ◽  
Vol 16 ◽  
Author(s):  
Juan Antonio Moreno-Murcia ◽  
Elisa Huéscar Hernández
Keyword(s):  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Structural Equations ◽  
Basic Psychological Needs ◽  
Social Goals ◽  
Self Determination ◽  
Adolescent Students ◽  
Class Context

AbstractThis study was conducted toward the objective of analyzing certain factors that influence physical activity in Spanish adolescent students using self-determination theory (Deci & Ryan, 1985; 2000) as a framework. Participants included 698 physical education students whose perception of the autonomy support provided by their teachers was assessed in and out of the class context. Also assessed were social goals of responsibility and relationship with others, basic psychological needs, and intrinsic motivation, which is part of self-determination theory (SDT). Finally, the “intention” factor posited by the theory of planned behavior (TPB) and students’ rate of exercise in the last twelve months were considered. The results of structural equations modeling suggest autonomy education, autonomy support, and social goals positively predicted certain psychological mediators, which in turn positively predicted students’ intrinsic motivation, which was a positive predictor of intention, and that of rate of exercise. The results also highlight the benefit of promoting autonomy to enhance students’ physical exercise practice.

scholarly journals Psychological Effects of Motivational Aquatic Resistance Interval Training and Nutritional Education in Older Women

Healthcare ◽  
2021 ◽  
Vol 9 (12) ◽  
pp. 1665
Author(s):  
Alejandro Martínez-Rodríguez ◽  
Bernardo José Cuestas-Calero ◽  
José Manuel García-De Frutos ◽  
Pablo Jorge Marcos-Pardo
Keyword(s):  
Physical Activity ◽  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Interval Training ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Control Group ◽  
Positive Effects ◽  
And Control

Several studies have demonstrated the positive effects of physical exercise programs on physical and mental health throughout life. It is necessary to know the factors that contribute to the well-being of older adults in order to achieve healthy aging. The aim of this study was to evaluate the relationship between well-being perception and the use of autonomy supportive coaching behaviours across a motivational aquatic resistance interval training program. Thirty-four women over 65 years of age from the province of Alicante, Spain, participated, and were randomly assigned to: motivational aquatic resistance interval training group (MART; age: 69.6 ± 5.01 years, height: 1.62 ± 7.88 m, weight: 75.3 ± 12.8 kg) and control group (CG; age: 67.7 ± 3.60 years, height: 1.54 ± 5.47 m, weight: 66.9 ± 10.2 kg). The MART program was conducted for 14 weeks, with three training sessions/week. The CG did not perform any physical activity during the study. Perception of autonomy support was assessed through the Autonomy-Supportive Coaching Questionnaire (ASCQ), Psychological needs by the Basic Psychological Needs in Exercise Scale (BPNES), Intrinsic motivation to exercise was assessed through Intrinsic Motivation Inventory (IMI) and Perception of Physical Activity by the International physical activity questionnaire (IPAQ). In MART, compared to CG, significant differences were observed in BPNS, IMI and IPAQ questionnaires used, except in the ASCQ. The differences were significant in all three cases in BPNS (p < 0.05 in autonomy and competence and p = 0.001 in relationship with others), obtaining better scores after intervention than previously. As for the IMI scale, significant differences were also obtained in both subscales. The level of physical activity also improved significantly, with higher scores on the IPAQ after the intervention than before (p < 0.001). In conclusion, when practitioners perceive greater well-being, satisfaction of their basic psychological needs, greater self-selection, volition, and autonomy instead of pressure, demand and control, the result is better behaviour with greater psychological well-being, adherence and consequent health benefits.

Effects of an Autonomy-Supportive Exercise Instructing Style on Exercise Motivation, Psychological Well-Being, and Exercise Attendance in Middle-Age Women

2012 ◽  
Vol 9 (1) ◽  
pp. 138-150 ◽  
Author(s):  
Frederiki C. Moustaka ◽  
Symeon P. Vlachopoulos ◽  
Chris Kabitsis ◽  
Yannis Theodorakis
Keyword(s):  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Middle Age ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Control Group ◽  
Subjective Vitality ◽  
Perceived Autonomy Support

Background:The present study evaluated the effectiveness of an autonomy-supportive intervention based on self-determination theory in influencing perceptions of autonomy support, basic psychological needs, behavioral regulations, subjective vitality, and exercise behavior.Methods:35 female exercise participants age 30 to 58 years who enrolled to an 8-week exercise program attended 24 exercise classes that were taught using either an autonomy-supportive (n = 19) or a lack of autonomy support (n = 16) instructing style.Results:The experimental group reported an increase in perceived autonomy support, the fulfillment of the needs for autonomy and competence, identified regulation, intrinsic motivation, and subjective vitality. They also reported higher attendance rates during the program and greater participation to moderate and/or mild nonstructured exercise during 5 weeks after the end of the program. The control group reported a decrease in perceived autonomy support, the needs for autonomy and competence, intrinsic motivation, and subjective vitality.Conclusion:The results supported tenets of self-determination theory and highlighted the motivational and psychological benefits of an autonomy-supportive exercise instructing style among middle-age women.

scholarly journals Motivation and Exercise in Rural Postmenopausal Women

2020 ◽  
Vol 20 (2) ◽  
pp. 53-77
Author(s):  
Lori Sue Fitton ◽  
Kim Schafer Astroth ◽  
Anne E. Cox ◽  
Denise Wilson ◽  
Caroline Mallory ◽  
...  
Keyword(s):  
Physical Activity ◽  
Intrinsic Motivation ◽  
Postmenopausal Women ◽  
Autonomy Support ◽  
Physical Activity Behavior ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Convenience Sample ◽  
Rural And Urban ◽  
Meaningful Relationships

Purpose:  The purpose of this research is to explore the relationships among psychological needs, motivation regulations, autonomy support, and physical activity (PA) behavior in rural and urban postmenopausal women within the Self Determination Theory (SDT) framework. Sample:  The convenience sample included 114 rural postmenopausal women (RPMW) and 56 urban postmenopausal women (UPMW) recruited from three Midwestern states. Method: Subjects completed surveys in paper form which included instruments to measure basic psychological needs, motivation regulations, autonomy support, and PA behavior. Findings: Results indicate a mix of relationships among psychological needs and intrinsic motivation in rural and urban women. There was a significant correlation (r = .274, n = 169, p = 0.04) between intrinsic motivation and relatedness in RPMW, indicating these women find motivation in meaningful relationships. Conclusions: The strength of this research exists in the introduction of a significant correlation between intrinsic motivation to exercise and relatedness in RPMW. Previous work with SDT has shown autonomy and competence as motivating factors regarding physical activity behavior in women. This research indicates that for RPMW relatedness is also an important determinant of intrinsic motivation. This data suggests that psychological needs and motivational regulations are dissimilar for RPMW and UPMW regarding exercise behavior. DOI:  http://doi.org/10.14574/ojrnhc.v20i2.623  

scholarly journals From Autonomy Support and Grit to Satisfaction With Life Through Self-Determined Motivation and Group Cohesion in Higher Education

2021 ◽  
Vol 11 ◽  
Author(s):  
José Eduardo Lozano-Jiménez ◽  
Elisa Huéscar ◽  
Juan Antonio Moreno-Murcia
Keyword(s):  
Higher Education ◽  
University Students ◽  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Satisfaction With Life ◽  
Group Cohesion ◽  
Psychological Needs ◽  
Structural Equations ◽  
Basic Psychological Needs ◽  
Interpersonal Style

Using the Self-Determination Theory as a framework, this study tests the predictive capacity of the teacher’s interpersonal style of autonomy support at a higher education institution, and the grit on the satisfaction of basic psychological needs, intrinsic motivation, group cohesion, and life satisfaction in university students. A sample composed of 489 Colombian university students (381 women and 108 men), aged between 18 and 41 years (M = 21.93; DT = 3.58), was used; they filled in the questionnaires that measured the variables of interest. After the analysis of structural equations, the results showed that the perception of teaching style of autonomy support and the grit positively predicted the basic psychological needs and these predicted the intrinsic motivation, which in turn predicted group cohesion and satisfaction with life. The model describes the possible importance of promoting the teacher’s interpersonal style of autonomy support within the university setting in the search for satisfaction with life along with the active role of the student through the mediation of the satisfaction of basic psychological needs, increased quality motivation, and high group cohesion.

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