Autonomy-supportive Environment Research Articles

Öğretmenlerin Yapısal ve Psikolojik Güçlendirilmeleri İle Özerklik Davranışları Arasındaki İlişki

The purpose of this study was to find out the relationship between teachers’ structural and psychological empowerment and their autonomy. This study was designed in the survey model. The research population consisted of teachers working at elementary, lower and upper secondary schools in the Mentese district of Mugla city, Turkey. The sample of the study consisted of 325 teachers selected by using disproportionate cluster sampling technique. The Teacher Structural Empowerment Scale, Psychological Empowerment Scale, and Teacher Autonomy Scale were used as the data collection instruments. Descriptive statistics, t-test, ANOVA, and hierarchical regression analysis were used to analyze the data. According to the results of the research, teachers’ structural empowerment was above medium level. Teachers had a high level of psychological empowerment and of general autonomy. Structural empowerment explained 47% of teacher autonomy on its own. Including psychological empowerment, it provided a 6% contribution to the model. Autonomy-supportive environment, facilitative school environment, and participatory decision-making environment dimensions of structural empowerment, together with individual empowerment and relational empowerment of psychological empowerment were found to be the meaningful predictors of teacher autonomy.

Hope, self-determination and workplace learning: A multilevel study in vocational training

The present study investigates hope in the context of a 4 year vocational training. The theoretical framework combines the theory of hope with core ideas of self-determination theory. The main hypothesis predict a positive relationship between general hope and the satisfaction of basic psychological needs in the learning environment at the workplace. The analysis of cross-sectional questionnaire data from 450 trainees and 58 trainers integrate the perspectives of the trainees at the individual and group levels, as well as their trainers using multilevel modeling. The results show that a substantial amount of variation in individual hope is associated with the learning environment, and provides empirical support for the hypothesized positive relationship between hope and the satisfaction of three basic psychological needs (relatedness, autonomy and competence) in the work environment. The paper concludes by recommending the creation of autonomy-supportive work environments to facilitate the satisfaction of basic psychological needs and nurture hope.

Relationships Between Personal Values and Leadership Behaviors in Basketball Coaches.

Background: Based on the refined theory of basic individual values and transformational leadership theory, this study focuses on the associations between coaches’ value priorities and their transformational leadership behaviors, exploring the potential mediation versus moderation effect of two alternative variables in this relationship: perceived club pressure or an autonomy supportive environment.Methods: Participants were 266 basketball coaches (85.7% men) from 17 to 66 years old (M = 32.82, SD = 9.2) from 119 different Spanish clubs. On average, they had worked for their current sport clubs for 5.02 years, and they had a mean of 11.10 years of experience. The coaches were all Spanish speakers, and they trained players at different levels of competition.Results: The stronger the importance of the coaches’ self-transcendent values (i.e., universalism and benevolence), the more they displayed transformational behaviors (i.e., individual consideration, inspirational motivation, intellectual stimulation, and fostering acceptance of group goals) toward the basketball players and perceived a more autonomy supportive environment and lower pressure from the club. Coaches who held conservation values (i.e., humility and face) displayed inspirational motivation behaviors. When coaches held openness to change values (i.e., stimulation and self-direction thought), they tended to display inspirational motivation and intellectual stimulation. Finally, coaches who held beliefs in self-enhancement values (i.e., power) displayed lower transformational behaviors (intellectual stimulation and fostering acceptance of group goals) toward their basketball players, and they perceived higher pressure from the club and a less autonomy supportive environment. Moreover, the club’s autonomy supportive environment played a mediator role between self-transcendence values and some transformational behaviors; however, moderator effects were not significant, with the exception of coaches with self-enhancement values, who tended to avoid intellectual stimulation to a larger extent when they perceived high levels of pressure at the club.Conclusion: These results highlight the importance of identifying the value base on which to develop transformational leadership programs in order to enhance positive experiences in the sport domain.

Exploring Basic Psychological Needs in a Language Learning Center. Part 1: Conducting Student Interviews

In this paper, the authors outline the initial stages of a research project designed to investigate the extent to which the Self-Access Learning Center (The SALC) at Kanda University of International Studies (KUIS) provides an autonomy-supportive environment conducive for effective language development. After giving a brief account of the context, the literature, and previous research, the authors discuss the aims of the project, provide a description of the research methods for the first portion of the research, and share some preliminary results. One of the unique features of this stage of the research project was that it involved a large number of co-researchers all of whom were active participants in the SALC at the time of the data collection. This paper gives details of the process of creating structured interview questions which were used to conduct over 100 interviews with regular SALC users. Limitations and next steps in the project are also provided.

Supporting adolescent athletes' dual careers: The role of an athlete's social support network

ObjectivesThe objectives of this study were to, (a) understand the role of the social support network in facilitating adolescent athletes' dual careers in sport and education, and; (b) gain insights into the factors that may optimize the provision of such support. DesignA two-stage qualitative study. MethodIn stage one, four different sport and education settings in the UK were examined: A tennis academy, a football academy, a national field hockey squad, and a high-performance swimming squad. Interviews were conducted with two athletes and associated significant others from each setting. In stage two, nine current or former international athletes from a variety of sports and countries recalled their experiences of managing a dual career. Analysis was conducted following the procedures outlined by Miles, Huberman, and Saldaña (2014). ResultsOverall, athletes in stage one and two perceived that to maintain their dual careers, they were heavily dependent upon the support of significant others. The role of the support network was to recognize the demands of a dual career, anticipate problems, value education, minimize barriers, and create autonomy-supportive environments. Key factors to optimize such support were focusing on the whole person, providing integrated support, and fostering a culture that promotes continuing education. ConclusionsResults indicate that athletes require particular types of support within their home, at school, and in their sport context to be able to manage their dual career. However, a range of individual and group-level factors may influence the extent to which such support is available to athletes.

An exploration of needs and preferences for dietary support in colorectal cancer survivors: A mixed-methods study.

PurposeTo describe the proportion of colorectal cancer (CRC) survivors who perceive a need for dietary support; to examine which socio-demographic, cancer-related, and health-related characteristics are associated with this need; to explore reasons for (not) needing support; and to explore CRC survivors’ specific needs and preferences with regard to lifestyle (i.e., dietary, exercise, and/or weight management) support.MethodsThis mixed-methods study comprised a cross-sectional survey among 1774 Dutch CRC survivors and three focus groups (n = 16). To examine associations, logistic regression analyses were conducted. Focus groups were audio-taped, transcribed verbatim, and analyzed using a thematic approach.ResultsOf 1458 respondents (82%), 1198 (67.5%) were included for analyses. 17.5% reported a need for dietary support. Characteristics associated with this need were: being younger, living without a partner, having a stoma, having diabetes, and being overweight or obese. The main reason for needing support was being unable to initiate and maintain lifestyle changes without support. CRC survivors preferred receiving information soon after diagnosis to make an autonomous, informed decision on improving their lifestyle. They preferred to receive individually-tailored lifestyle support in an autonomy-supportive environment, preferably with involvement of their family and fellow-sufferers.ConclusionsThis study has provided knowledge on appropriate support for CRC survivors in need for dietary support to improve health outcomes by promoting adherence to lifestyle and body weight recommendations. Findings can be used to better identify CRC survivors in need for dietary support, and to tailor lifestyle support to their needs and preferences in order to promote uptake, adherence, and effectiveness.

Providing Choice in Exercise Influences Food Intake at the Subsequent Meal.

To investigate the effect of autonomy support (through the provision of choice) in exercise-relative to a no-choice condition with matched energy expenditure-on appetite and subsequent energy intake. Fifty-eight men and women (body mass index, 22.9 ± 2.3 kg·m; peak oxygen consumption, 52.7 ± 6.4 mL·kg·min) completed one familiarization session and one experimental trial, in which they were randomized to either a choice or no-choice exercise condition using a between-subjects yoked design. Ad libitum energy intake from a laboratory test meal was assessed after exercise, together with perceptions of mood, perceived choice, enjoyment, and value. Despite similar ratings of perceived appetite across conditions (P > 0.05), energy intake was significantly higher after exercise performed under the no-choice condition (2456 ± 1410 kJ) compared with the choice condition (1668 ± 1215 kJ; P = 0.026; d = 0.60). In particular, the proportion of energy intake from unhealthy foods was significantly greater after exercise in the no-choice condition (1412 ± 1304 kJ) compared with the choice condition (790 ± 861 kJ; P = 0.037, d = 0.56). Participants in the choice condition also reported higher perceptions of choice (P < 0.001), enjoyment (P = 0.008), and value (P = 0.009) relating to the exercise session, whereas there were no between-condition differences in mood (P > 0.05). A lack of choice in exercise is associated with greater energy intake from "unhealthy" foods in recovery. This finding highlights the importance of facilitating an autonomy supportive environment during exercise prescription and instruction.

Managing the Value Gap among Generations in Organizations: Socio-Psychological Approach

Over the few past decades, value gap among generations has presented new challenges for organizations. Although studies have suggested value congruence as a mechanism to bring generations closer together, this study presents evidence showing that providing an autonomysupportive environment, where higher levels of psychological need satisfaction for autonomy, competence, and relatedness are experienced by employees, facilitates the process of internalization and embrace of others' values. Such a context would result in better communication, mutual understanding, and bridging the generation gap effectively at workplace.

Exploring the Differences Between Staff and Girls’ Perceptions of Girls’ Motivation, Autonomy, Competence, and Relatedness at an Afterschool Program

Girls are less active than boys and in need of physical activity (PA) interventions. The time directly following school may be a prime opportunity to increase PA, specifically in girls. Afterschool programs and the staff who serve as role models play a critical role in promoting girls’ PA. However, staff do not always provide the support necessary to encourage girls to be active. Studies are needed to explore afterschool program staff’s perceptions of girls’ motivation, as well as their provision of support for autonomy, competence, and relationships with girls (relatedness) to understand how to best promote PA. The purpose of this study was to explore staff and girls’ perceptions of girls’ motivation for PA. The secondary purpose was to explore staff and girls’ perceptions of autonomy, competence, and relatedness support for PA. Interviews with staff (n = 45) and focus groups with girls (n = 88) occurred in 10 afterschool program sites. Half of staff compared with a majority of girls thought girls’ motivation was intrinsic and self-determined (e.g., participated for enjoyment). Three-fourths of staff reported attempting to gain girls’ input and a majority of girls felt they had autonomy to choose or input on the PA provided. Half of staff compared with a quarter of girls thought girls’ competence was negatively impacted by other children. Finally, staff and girls reported spending time together in sedentary pursuits. Efforts are needed to ensure staff: understand girls’ PA motivation, create an autonomy supportive environment, and engage girls in active pursuits.

The effects of autonomy support on salivary alpha-amylase: The role of individual differences

The empirical evidence for the relationship between autonomy-supportive environments and physiological stress is inconsistent. Whereas some studies report a decrease in stress in autonomy-supportive environments, other studies show a negative effect of autonomy on physiological stress. As previous research has not considered individual differences within this relationship, the present research aims to close this empirical gap by proposing that an implicit autonomy disposition, which is defined as a dispositional preference for self-determination, serves as a moderator. In an experiment, we tested whether the autonomy disposition moderates the effect of different teaching styles (controlling, autonomy-supportive, and neutral) on the acute physiological stress response (salivary alpha-amylase) in adolescents (N=69). The study revealed that participants with a high implicit autonomy disposition displayed lower salivary alpha-amylase responses when exposed to autonomy-supportive vignettes compared to when they were exposed to controlling or neutral teaching styles. The opposite pattern was found in students with a low implicit autonomy disposition. The results illustrate that experimentally induced variations in autonomy support lead to different physiological stress responses, depending on individual differences in the implicit autonomy disposition.

The Creative Soccer Platform: New Strategies for Stimulating Creativity in Organized Youth Soccer Practice

Creativity is essential in soccer due to the unpredictable and complex situations occurring in the game, where stereotypical play gradually loses its efficiency. Further, creativity is an important psychological factor for the development of soccer expertise, and valuing creativity increases satisfaction and well-being. Although creative players are highly desired by coaches, the subject of cultivating creativity is mostly ignored and traditional training settings may even hamper the players' creativity. The purpose of this article is to introduce a novel approach for enhancing soccer players' creativity, The Creative Soccer Platform (TCSP), and to demonstrate the implications of applying it in youth soccer practice, by means of soccer-specific creativity exercises. TCSP encompasses four theoretically based didactic principles (task focus, parallel thinking, horizontal thinking, and no experienced judgment), shown to increase creativity in educational settings. Creativity is defined as unlimited application of bodily-kinesthetic knowledge, which refers to players not being limited by professional, social and cultural constraints in soccer. Analysis of qualitative data obtained during three training sessions where TSCP was implemented at a youth team indicate that the application of TCSP exercises establishes a playful, judgment-free and autonomy-supportive training environment, where soccer players are able to unfold their creative potential. The creative environment helped the youth players in the intervention engage in unfamiliar activities that they did not dare to do in normal training sessions (i.e., performed difficult, new and playful technical skills), which developed creative abilities important for game performance (i.e., idea generation abilities and not fearing mistakes).

Perceived autonomy support, psychological needs satisfaction, depressive symptoms and apathy in French hospitalized older people

Based on the self-determination theory, the aim of the present study was (1) to provide a better understanding of older people’s psychological needs satisfaction in geriatric care units, then to link this information with depressive symptoms and apathy; (2) to examine whether the perceived autonomy support from health care professionals differs between needs satisfaction profiles; and (3) to investigate for all participants how each need satisfaction was related to depressive symptoms and apathy. Participants (N=100; Mage=83.33years, SD=7.78, 61% female) completed the measures of psychological needs satisfaction, perceived autonomy support, geriatric depression and apathy. Sociodemographic data were also collected. Cluster analyses showed three distinct profiles: one profile with low-moderate need satisfaction, one profile with high-moderate need satisfaction and one profile with high need satisfaction. These profiles are distinct, and did not differ in terms of participants' characteristics, except gender. Multivariate analysis of covariance (MANCOVA) revealed that participants with low-moderate need satisfaction profile have significantly higher level of depressive symptoms and apathy, and lower levels of perceived autonomy support than participants of the two other profiles. Moreover, for all participants, regression analyses revealed that both competence and relatedness needs satisfaction significantly and negatively explained 28% of the variance in depressive symptoms score and 44% of the variance in apathy score. Our results highlight the interest to examine more thoroughly the variables fostering autonomy-supportive environment in geriatric care units, and to deepen the relationship between competence and relatedness needs satisfaction and depressive symptoms and apathy.

Facilitating Positive Youth Development through Residential Camp: Exploring Perceived Characteristics of Effective Camp Counsellors and Strategies for Youth Engagement

Previous research has demonstrated that participation in a residential camp can lead to positive outcomes such as the development of a sense of identity, increased responsibility, enhanced self-esteem, and improved social skills. Despite these promising findings, there is minimal research that examines the specific processes that lead to these positive outcomes. Researchers have identified that leader characteristics and youth engagement play an important role in influencing outcomes within positive youth development programs. The purpose of this study was to explore perceived camp counsellor characteristics and strategies for youth engagement that are believed to facilitate positive youth development within the residential camp setting. This study applied a qualitative exploratory approach to collect data from residential camp counsellors. The research took place at a Canadian residential summer camp that serves children and youth between the ages of 8 and 16 primarily from low-income families. Semi-structured interviews were conducted with camp counsellors and a thematic analysis was used to identify themes. The results outline two main themes: perceived characteristics of an effective camp counsellor and youth engagement strategies. Within the first theme related to characteristics of being an effective counsellor, four subthemes emerged, including (a) being understanding and compassionate, (b) ability to maintain equanimity, (c) having a sense of humour, and (d) being a positive role model. Within the second theme related to strategies for youth engagement, there were four themes, including (a) individualizing the activities, (b) facilitating initial engagement by making it fun, (c) creating an autonomy-supportive environment, and (d) providing leadership opportunities. Findings are discussed in relation to current research and recommendations are provided regarding how to utilize these findings in an applied context. These include recommendations related to (a) the utilization of recruitment and training approaches that aim to identify necessary staff characteristics in new recruits and promote these characteristics with new camp counsellors, (b) the provision of programs and services that support stress management for staff while working in the camp context, and (c) the development of capacity building opportunities for staff that includes evidence-based training on how to engage youth and highlights best practices for initially engaging youth as well as how to maintain engagement over time.

A Conceptual Model of Structured Support in Physical Education

Schools implement Positive Behavior Intervention and Supports (PBIS) as a way of meeting students' needs in classrooms. PBIS focuses on tiered instruction. Tiered instruction is a teaching strategy in which the educator implements incremental changes that increase supports based on students' needs—academic or behavioral. Yet, tiered instruction is not implemented on a wide scale in physical education. This article discusses how PBIS creates a positive climate, and how it works well with autonomy-supportive environments. It includes a review of research in physical education using tiered instruction or similar strategies. It presents a conceptual model illustrating the use of PBIS to identify and prioritize needs/supports of those students with the most challenging behaviors, and highlighting aspects of physical education that are uniquely different from the regular classroom.

Encouraging intrinsic motivation in the clinical setting: teachers' perspectives from the self-determination theory.

Self-determination theory postulates that the three basic psychological needs of autonomy, competence and relatedness have to be satisfied for students to achieve intrinsic motivation and internalisation of autonomous self-regulation towards academic activities. Consequently, the influence of the clinical teaching environment becomes crucial when satisfying these needs, particularly when promoting or diminishing students' intrinsic motivation. The aim of this study was to describe and understand how clinical teachers encourage intrinsic motivation in undergraduate dental students based on the three basic psychological needs described by the self-determination theory. A qualitative case study approach was adopted, and data were collected through semistructured interviews with nine experienced undergraduate clinical teachers of one dental school in Santiago, Chile. Interview transcripts were analysed by two independent reviewers using a general inductive approach. Several themes emerged outlining teaching strategies and behaviours. These themes included the control of external motivators; gradual transference of responsibility; identification and encouragement of personal interests; timely and constructive feedback; delivery of a vicarious learning experience; teamwork, team discussion, and presence of a safe environment, amongst others. Overall, teachers stressed the relevance of empowering, supporting and building a horizontal relationship with students. Our findings regarding dental education expand on the research outcomes from other health professions about how teachers may support students to internalise behaviours. An autonomy-supportive environment may lead students to value and engage in academic activities and eventually foster the use of an autonomy-supportive style to motivate their patients.

Contextual Specificity in the Relationship between Maternal Autonomy Support and Children's Socio-emotional Development: A Longitudinal Study from Preschool to Preadolescence.

The benefits of an autonomy supportive environment have been established as a key component in children's development at various ages. Nonetheless, research examining the outcomes of early autonomy supportive environments has largely neglected socio-emotional development. The first objective of the present longitudinal study was to examine the socio-emotional outcomes associated with maternal autonomy support during the preschool period. Second, we explored the contextual specificity of the relationships between maternal autonomy support and children's later socio-emotional outcomes. Finally, we investigated the indirect effect of maternal autonomy support on children's later socio-emotional outcomes through earlier children's socio-emotional outcomes. Sixty-six mothers and their pre-school aged children (41 girls) were followed during preschool (Time 1), elementary school (Time 2) and preadolescence (Time 3). Maternal autonomy support (Time 1) was measured in two contexts (free-play and interference task) using observational coding. Furthermore, the children's internalizing and externalizing problems as well as their social competence were measured at Times 2 and 3. The results revealed the importance of maternal autonomy support during preschool for children's later socio-emotional development, especially during challenging contexts, and the mediating role of children's socio-emotional outcomes during elementary school in the link between maternal autonomy support during the preschool years and children's later socio-emotional outcomes during preadolescence. The results highlight the contextual specificity of the relationship between maternal autonomy support and children's later socio-emotional development and reveal one of the mechanisms through which the effect of early childhood parental autonomy support on children's later socio-emotional development is carried forward over time.

Effects of Autonomy Supportive vs. Controlling Teachers’ Behavior on Students’ Achievement

&lt;p style="text-align:justify"&gt;Grolnick and Ryan assume that an autonomy supportive environment leads to higher learner engagement and thus to greater achievements and deeper understanding of content. In school, knowledge acquisition (rote learning as well as conceptual learning) are regarded as most important. In this study, we examined the effects of teachers’ autonomy supportive vs. controlling behavior on knowledge acquisition as measured by reproduction as well as at higher cognitive levels. The sample consisted of seventh graders (N=85; M=12.85 years; SD=1.6 years). One week in advance to the teaching unit, the students were tested for prior knowledge using two knowledge tests. Test 1 used multiple-choice items to address rote learning and Test 2 used an open response format to address conceptual learning. One week after the teaching unit, the same knowledge tests were used to assess the learning outcome. Analysis of the knowledge tests suggests that the students taught in an autonomy supportive environment develop greater conceptual knowledge than those taught in a controlling environment. Rote learning was not affected.&lt;/p&gt;

Autonomy-Supportive Pedagogical Approach to Sports Coaching: Research, Challenges and Opportunities

There has been an increasing body of research on autonomy- or need-support specific to a coaching context that warrants some review of what we know and don't know, and what might be generative for future research. The previous studies reviewed within this article have shown consistent support for Self-determination theory with autonomy-supportive environments linked with adaptive outcomes, such as superior performance, enhanced self-worth, increased effort, and self-determined motivation; while controlling environments have been linked with increased attrition and extrinsic motivation or amotivation. In this way, much of the research in autonomy-supportive coaching has focused on the impact of coaching behaviours on athlete outcomes. While this is an important focus of inquiry, there has been a dearth of research examining those causal factors that impact coaches' pedagogical behaviours in the first case. This review underscores the need for future research to examine the antecedents to coaching behaviours, which is central to understanding the complexity and challenges in promoting an autonomy-supportive approach to sport coaching.

Fostering self‐endorsed motivation to change in patients with an eating disorder: The role of perceived autonomy support and psychological need satisfaction

Although several studies have established the beneficial effects of self-endorsed forms of motivation for lasting therapeutic change, the way patients with an eating disorder can be encouraged to volitionally pursue change has received less attention. On the basis of Self-Determination Theory, this longitudinal study addressed the role of an autonomy-supportive environment and psychological need satisfaction in fostering self-endorsed motivation for change and subsequent weight gain. Female inpatients (n = 84) with mainly anorexia nervosa and bulimia nervosa filled out questionnaires at the onset of, during, and at the end of treatment regarding their perceived autonomy support from parents, staff members, and fellow patients, their psychological need satisfaction, and their reasons for undertaking change. Furthermore, the body mass index (BMI) of the patients at the onset and end of treatment was assessed by the staff. Path analyses were used to investigate the relations between these constructs. At the start of treatment, perceived parental autonomy support related positively to self-endorsed motivation through psychological need satisfaction. Perceived staff and fellow patients autonomy support related to changes in self-endorsed motivation over the course of treatment through fostering change in psychological need satisfaction. Finally, relative increases in self-endorsed motivation related to relative increases in BMI throughout treatment in a subgroup of patients with anorexia nervosa. These results point to the importance of an autonomy-supportive context for facilitating self-endorsed motivation.

Teacher Autonomy Support: Does it Hinder Motivation among Thai Students?

Purpose – This article examined the relevance of teacher autonomy support [TAS] among Thai students. It is based on a study conducted to compare the effects of TAS on motivation among Thai students. The issue of motivation among Asian students has invited controversy as few cross-cultural relativists have claimed that Asian students get motivated when teachers use controlling strategies. Methodology – The study collected data through a quasiexperimental study with an appended ABA withdrawal design. The subjects were 105 Thai students who completed self-reported questionnaires that assessed perceived autonomy support, intrinsic motivation and self-regulation, before, after and on withdrawal of experiment intervention. Findings – MANOVA results revealed that students in the experimental group who were in the autonomy supportive teachinglearning environment reported greater interest, effort, relatedness and integrated regulation compared to the control group taught using a traditional approach. Furthermore, students in the experimental group experienced less pressure and reported less external regulation compared to the control group. Significance – The findings support the claim in Self-determination theory (SDT) that autonomy is not a culturally bound value, and is a pedagogical concept equally relevant to Thai students as it facilitates motivation. The fi ndings will encourage Thai educators to adopt autonomy as a pedagogical concept that will help facilitate motivation among their students.