Can being autonomy-supportive in teaching improve students' self-regulation and performance?
Wang, John Chee Keng, Ng, Betsy L. L., Liu, Woon Chia and Ryan, Richard Michael. (2016). Can being autonomy-supportive in teaching improve students' self-regulation and performance? In In W. C. Liu, J. C. K.Wang and R. M.Ryan (Ed.). Building Autonomous Learners pp. 227 - 243 Springer. https://doi.org/10.1007/978-981-287-630-0_12
|Authors||Wang, John Chee Keng, Ng, Betsy L. L., Liu, Woon Chia and Ryan, Richard Michael|
|Editors||W. C. Liu, J. C. K.Wang and R. M.Ryan|
Studies have well-documented that autonomy-supportive environment supports individuals’ psychological needs by promoting a sense of volition. With the increasing concerns of students’ well-being and lifelong learning, autonomy-supportive environment has been of increasing importance. Promoting teachers to be autonomy-supportive will facilitate students’ psychological needs and autonomous learning behaviours. Grounded in self-determination theory, the aim of this study was to examine the effectiveness of autonomy-supportive intervention in students’ perceived autonomy support, psychological needs, learning strategies and achievement. After the training programme, teachers implemented the 5-week autonomy-supportive intervention in their classes. Questionnaires were used to assess students’ perceptions of autonomy support, basic psychological needs, motivation orientation and use of learning strategies between autonomy-supportive teaching and control groups. Students’ academic achievement was assessed in terms of their grades in mathematics, science as well as design and technology. Results revealed that from pre- to post-intervention, students taught by autonomy-supportive teachers had significant positive changes in perceived autonomy support, needs, self-efficacy, self-regulated learning and grades. Students in the autonomy-supportive condition were also more self-efficacious and autonomous in learning than those in the control condition, as shown by increased achievement. Implications and limitations are discussed.
|Keywords||autonomy support; motivation; psychological needs; self-regulated learning|
|Page range||227 - 243|
|Book title||Building Autonomous Learners|
|Place of publication||United States of America|
|Digital Object Identifier (DOI)||https://doi.org/10.1007/978-981-287-630-0_12|
|Research Group||Institute for Positive Psychology and Education|
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