Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice
- Authors
- Reeve, Johnmarshall; Cheon, Sung Hyeon
- Issue Date
- 2-1월-2021
- Publisher
- ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
- Citation
- EDUCATIONAL PSYCHOLOGIST, v.56, no.1, pp.54 - 77
- Indexed
- SSCI
SCOPUS
- Journal Title
- EDUCATIONAL PSYCHOLOGIST
- Volume
- 56
- Number
- 1
- Start Page
- 54
- End Page
- 77
- URI
- https://scholar.korea.ac.kr/handle/2021.sw.korea/50160
- DOI
- 10.1080/00461520.2020.1862657
- ISSN
- 0046-1520
- 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.
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Collections - College of Education > Department of Physical Education > 1. Journal Articles
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