Why autonomy-supportive interventions work: Explaining the professional development of teachers’ motivating style

Journal article

Cheon, Sung Hyeon, Reeve, Johnmarshall, Lee, Youngsun and Lee, Jae-won. (2018). Why autonomy-supportive interventions work: Explaining the professional development of teachers’ motivating style. Teaching and Teacher Education. 69, pp. 43 - 51. https://doi.org/10.1016/j.tate.2017.09.022
AuthorsCheon, Sung Hyeon, Reeve, Johnmarshall, Lee, Youngsun and Lee, Jae-won
Abstract

Carefully designed interventions consistently help K-12 teachers learn how to implement a more autonomy-supportive classroom motivating style. In the present study, we investigated what resources teachers acquired during these interventions that explained why they are so able to successfully upgrade the quality of their motivating style. We randomly assigned 91 full-time teachers to participate or not in a year-long autonomy-supportive intervention program (ASIP), and we longitudinally assessed autonomy support and three hypothesized mediating resources—gains in need satisfaction during teaching, gains in teaching efficacy, and a greater adoption of intrinsic instructional goals. The ASIP did increase teachers’ autonomy support, as expected, and the two resources that explained this professional developmental achievement were intervention-enabled gains in teaching efficacy and intrinsic instructional goals.

Keywordsautonomy support; ASIP; intervention; intrinsic goals; teaching efficacy; self-determination theory
Year2018
JournalTeaching and Teacher Education
Journal citation69, pp. 43 - 51
PublisherElsevier Inc.
ISSN0742-051X
Digital Object Identifier (DOI)https://doi.org/10.1016/j.tate.2017.09.022
Scopus EID2-s2.0-85033567480
Page range43 - 51
Research GroupInstitute for Positive Psychology and Education
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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