A classroom-based intervention to help teachers decrease students' amotivation

Journal article


Cheon, Sung Hyeon and Reeve, Johnmarshall. (2015) A classroom-based intervention to help teachers decrease students' amotivation. Contemporary Educational Psychology. 40, pp. 99 - 111. https://doi.org/10.1016/j.cedpsych.2014.06.004
AuthorsCheon, Sung Hyeon and Reeve, Johnmarshall
Abstract

Student amotivation is a state of motivational apathy in which students harbor little or no reason to engage in classroom learning activities; it is a motivational deficit that is strongly associated with maladaptive functioning. Using a self-determination theory framework, we designed and implemented a teacher-focused intervention to help experienced teachers develop a motivating style that could increase students’ psychological need satisfaction and decrease their psychological need frustration, which are the twin causes of level of amotivation. Sixteen secondary school physical education teachers were randomly assigned into either an experimental or a control group, and their 598 students reported their need satisfaction, amotivation, and engagement at the beginning, middle, and end of a semester. Compared to teachers in the control group, teachers in the experimental group were scored by objective raters and perceived by students as more autonomy supportive and as less controlling. The students of the teachers in the experimental group reported greater psychological need satisfaction, greater engagement, and lesser amotivation than did students of teachers in the control group. We conclude that the intervention was successful in helping teachers decrease student amotivation.

KeywordsAmotivation; Autonomy support; Intervention; Physical education; Self-determination theory; Teacher training
Year2015
JournalContemporary Educational Psychology
Journal citation40, pp. 99 - 111
PublisherAcademic Press
ISSN0361-476X
Digital Object Identifier (DOI)https://doi.org/10.1016/j.cedpsych.2014.06.004
Scopus EID2-s2.0-84920273431
Page range99 - 111
Research GroupInstitute for Positive Psychology and Education
Publisher's version
File Access Level
Controlled
Place of publicationUnited States of America
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