Expanding autonomy psychological need states from two (satisfaction, frustration) to three (dissatisfaction): A classroom-based intervention study
Journal article
Cheon, Sung Hyeon, Reeve, Johnmarshall, Lee, Youngsun, Ntoumanis, Nikolaos, Gillet, Nicolas, Kim, Bo Ram and Song, Yong-Gwan. (2019). Expanding autonomy psychological need states from two (satisfaction, frustration) to three (dissatisfaction): A classroom-based intervention study. Journal of Educational Psychology. 111(4), pp. 685 - 702. https://doi.org/10.1037/edu0000306
Authors | Cheon, Sung Hyeon, Reeve, Johnmarshall, Lee, Youngsun, Ntoumanis, Nikolaos, Gillet, Nicolas, Kim, Bo Ram and Song, Yong-Gwan |
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Abstract | We propose that students experience 'autonomy dissatisfaction' when the learning environment is indifferent to their psychological need for autonomy. We hypothesized that (a) students could distinguish this newly proposed need state from both autonomy satisfaction and autonomy frustration, (b) autonomy dissatisfaction would explain unique and rather substantial variance in students’ classroom disengagement, and (c) a full understanding of the psychological need for autonomy necessitates expanding the current emphasis from two need states (satisfaction, frustration) to three (dissatisfaction). In the experimental condition, 20 secondary-school physical education (PE) teachers learned how to teach in an autonomy-supportive way; in the control condition, 17 PE teachers taught using 'practice as usual.' Their 2,669 students (1,180 females, 1,489 males) self-reported their autonomy satisfaction, autonomy dissatisfaction, autonomy frustration, engagement, and disengagement throughout a semester. Objective raters scored the manipulation check (teachers’ autonomy-supportive instructional behaviors) and the engagement-disengagement outcome measure. Autonomy dissatisfaction longitudinally increased in the control group and longitudinally decreased in the experimental group. Most importantly, intervention-enabled decreases in autonomy dissatisfaction decreased students’ end-of-semester disengagement, even after controlling for midsemester changes in autonomy satisfaction and autonomy frustration. We discuss the theoretical and practical benefits of adding autonomy dissatisfaction to the self-determination theory explanatory framework. (PsycINFO Database Record (c) 2019 APA, all rights reserved) |
Keywords | autonomy dissatisfaction; autonomy frustration; autonomy satisfaction; autonomy-supportiveintervention; disengagement |
Year | 2019 |
Journal | Journal of Educational Psychology |
Journal citation | 111 (4), pp. 685 - 702 |
Publisher | American Psychological Association |
ISSN | 0022-0663 |
Digital Object Identifier (DOI) | https://doi.org/10.1037/edu0000306 |
Scopus EID | 2-s2.0-85055092806 |
Open access | Published as green open access |
Page range | 685 - 702 |
Research Group | Institute for Positive Psychology and Education |
Author's accepted manuscript | License All rights reserved File Access Level Open |
Publisher's version | License All rights reserved File Access Level Controlled |
Place of publication | United States of America |
Editors | S. Graham |
https://acuresearchbank.acu.edu.au/item/86q55/expanding-autonomy-psychological-need-states-from-two-satisfaction-frustration-to-three-dissatisfaction-a-classroom-based-intervention-study
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File access level: Open |
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