Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Reeve, Johnmarshall | - |
dc.contributor.author | Cheon, Sung Hyeon | - |
dc.date.accessioned | 2021-08-30T04:27:35Z | - |
dc.date.available | 2021-08-30T04:27:35Z | - |
dc.date.created | 2021-06-18 | - |
dc.date.issued | 2021-01-02 | - |
dc.identifier.issn | 0046-1520 | - |
dc.identifier.uri | https://scholar.korea.ac.kr/handle/2021.sw.korea/50160 | - |
dc.description.abstract | Autonomy-supportive teaching is the adoption of a student-focused attitude and an understanding interpersonal tone that enables the skillful enactment of seven autonomy-satisfying instructional behaviors to serve two purposes-support intrinsic motivation and support internalization. Using self-determination theory principles and empirical findings, researchers have developed and implemented numerous teacher-focused and methodologically-rigorous interventions to provide teachers with the professional developmental experience they need to learn how to become more autonomy supportive. The findings from 51 autonomy-supportive teaching interventions (including 38 randomized control trials) collectively show that (1) teachers can learn how to become more autonomy supportive during instruction (autonomy-supportive teaching is malleable) and, once learned, (2) this greater autonomy-supportive teaching produces a wide range of educationally important student, teacher, and classroom climate benefits (autonomy-supportive teaching is beneficial). Recognizing this, the article shows how the recent surge in autonomy-supportive intervention research has advanced the conceptual understanding of the nature of autonomy-supportive teaching and clarified its potential to improve educational practice. | - |
dc.language | English | - |
dc.language.iso | en | - |
dc.publisher | ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD | - |
dc.title | Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice | - |
dc.type | Article | - |
dc.contributor.affiliatedAuthor | Cheon, Sung Hyeon | - |
dc.identifier.doi | 10.1080/00461520.2020.1862657 | - |
dc.identifier.scopusid | 2-s2.0-85100242530 | - |
dc.identifier.wosid | 000613803000004 | - |
dc.identifier.bibliographicCitation | EDUCATIONAL PSYCHOLOGIST, v.56, no.1, pp.54 - 77 | - |
dc.relation.isPartOf | EDUCATIONAL PSYCHOLOGIST | - |
dc.citation.title | EDUCATIONAL PSYCHOLOGIST | - |
dc.citation.volume | 56 | - |
dc.citation.number | 1 | - |
dc.citation.startPage | 54 | - |
dc.citation.endPage | 77 | - |
dc.type.rims | ART | - |
dc.type.docType | Article | - |
dc.description.journalClass | 1 | - |
dc.description.journalRegisteredClass | ssci | - |
dc.description.journalRegisteredClass | scopus | - |
dc.relation.journalResearchArea | Education & Educational Research | - |
dc.relation.journalResearchArea | Psychology | - |
dc.relation.journalWebOfScienceCategory | Education & Educational Research | - |
dc.relation.journalWebOfScienceCategory | Psychology, Educational | - |
dc.subject.keywordPlus | SELF-DETERMINATION THEORY | - |
dc.subject.keywordPlus | PSYCHOLOGICAL NEED SATISFACTION | - |
dc.subject.keywordPlus | CHANGE-ORIENTED FEEDBACK | - |
dc.subject.keywordPlus | TIME PHYSICAL-ACTIVITY | - |
dc.subject.keywordPlus | INTRINSIC MOTIVATION | - |
dc.subject.keywordPlus | STUDENTS MOTIVATION | - |
dc.subject.keywordPlus | LEISURE-TIME | - |
dc.subject.keywordPlus | FOCUSED INTERVENTION | - |
dc.subject.keywordPlus | RELATEDNESS SUPPORT | - |
dc.subject.keywordPlus | PROSOCIAL BEHAVIOR | - |
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