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When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students
- Issue Date
- Apr-2020
- Publisher
- PERGAMON-ELSEVIER SCIENCE LTD
- Keywords
- Autonomy support; Intervention; Motivating style; Need satisfaction; Structure; Teaching efficacy
- Citation
- TEACHING AND TEACHER EDUCATION, v.90
- Indexed
- SSCI
SCOPUS
- Journal Title
- TEACHING AND TEACHER EDUCATION
- Volume
- 90
- ISSN
- 0742-051X
- Abstract
- In two experimentally-based and longitudinally-designed studies, secondary-level PE teachers were randomly assigned to participate or not in a new intervention to help them learn all of the following: support autonomy, provide structure, and provide structure in an autonomy-supportive way. In Study 1, teachers who participated in the intervention showed longitudinal gains in all five hypothesized teacher benefits (e.g., teaching efficacy, job satisfaction). In Study 2, students of teachers who participated in the intervention showed longitudinal gains in all four hypothesized student benefits (e.g., classroom engagement, skill development). Overall, teachers and students benefited after teachers provided structure in an autonomy-supportive way. (c) 2019 Elsevier Ltd. All rights reserved.
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Collections - College of Education > Department of Physical Education > 1. Journal Articles
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