Autonomy-supportive Way Research Articles

How K-12 teachers can put self-determination theory principles into practice

We discuss how K-12 teachers can put motivational principles from self-determination theory into practice. To explain the `how to' of autonomy-supportive teaching, we answer eight frequently asked questions from teachers: What is the goal of autonomy-supportive teaching? How is autonomy-supportive teaching unique? Does autonomy support mean permissiveness? How would I encourage students' initial engagement in learning activities? How could I help students maintain their engagement? What would I say/How might I talk? How would I solve motivational and behavioral problems? How do I know if I provided instruction in an autonomy-supportive way? To answer these questions, we recommend the following classroom practices: take the students' perspective, display patience to allow time for learning, nurture inner motivational resources, provide explanatory rationales, rely on noncontrolling language, and acknowledge and accept expressions of negative effect.

The synergistic relationship of perceived autonomy support and structure in the prediction of self‐regulated learning

Self-determination theory defines two important dimensions of teaching style: autonomy support and structure. The purpose of the present study was to investigate the synergistic relationship of perceived teacher autonomy support and the provision of structure in the prediction of self-regulated learning. Students (N=526) completed questionnaires assessing perceived autonomy support, structure, and self-regulated learning. First, autonomy support and structure were found to be positively correlated, suggesting that the support of student autonomy generally goes hand in hand with the provision of structure and order in the classroom. Second, moderated regression analyses indicated that structure but not autonomy support yielded a main effect on self-regulated learning, although this main effect was qualified by a structure by autonomy support interaction. The interaction suggests that structure was associated with more self-regulated learning under conditions of moderate and high autonomy support only. Therefore, when teachers want their students to evaluate themselves, to plan their study activities, and to think about themselves as learners, the teachers are encouraged to provide help, instructions, and expectations in an autonomy-supportive way.

Examining the Motivational Impact of Intrinsic Versus Extrinsic Goal Framing and Autonomy‐Supportive Versus Internally Controlling Communication Style on Early Adolescents' Academic Achievement

The present experimental research examined whether framing early adolescents' (11- to 12-year-olds) learning activity in terms of the attainment of an extrinsic (i.e., physical attractiveness) versus intrinsic (i.e., health) goal and communicating these different goal contents in an internally controlling versus autonomy-supportive way affect performance. Both conceptual and rote learning were assessed. Three experimental field studies, 2 among obese and 1 among nonobese participants, confirmed the hypothesis that extrinsic goal framing and internal control undermine conceptual (but not rote) learning, even in comparison with a control group. Study 3 indicated that the positive effect of intrinsic goal framing on conceptual learning was mediated by task involvement, whereas the positive effect of autonomy-supportive communication style on conceptual learning was mediated by relative autonomous motivation.

How to Become a Persevering Exerciser? Providing a Clear, Future Intrinsic Goal in an Autonomy-Supportive Way

The goal of the present study was to examine partially conflicting hypotheses derived from two motivational theories, namely self-determination theory (SDT; Deci & Ryan, 1985, 2000) and future time perspective theory (FTPT; Lens, 2001; Nuttin & Lens, 1985). In line with SDT, it was found that framing an exercise activity in terms of future intrinsic goal attainment (focusing on health and physical fitness) has a positive effect on effort expenditure, autonomous exercise motivation, performance, long-term persistence, and even sport club membership. On the other hand, framing an exercise activity in terms of future extrinsic goal attainment (focusing on physical appearance and attractiveness) undermined those outcomes compared to a no-future-goal control group. Correlational analyses indicate that future extrinsic goal framing led to non-autonomous persistence while future intrinsic goal framing resulted in autonomously driven perseverance at the free-choice activity. In contrast to FTPT, the no-future-goal control group did not differ from a future content-free goal group, in which the general future importance of the present task was stressed. Finally, presenting those goals in an autonomy-supportive rather than a controlling way resulted in the same motivational and behavioral benefits as future intrinsic goal framing. It is discussed how future time perspective theory and self-determination theory can be reconciled and integrated.

Providing a Rationale in an Autonomy-Supportive Way as a Strategy to Motivate Others During an Uninteresting Activity

When motivating others during uninteresting activities, people typically use extrinsic contingencies that promote controlling forms of extrinsic motivation. In contrast, we investigated a motivational strategy that could support another person’s capacity to personally endorse and value the effort he or she put forth during the uninteresting activity. That strategy is the provision of an externally provided rationale when communicated in an autonomy-supportive way. In two studies, we tested and found support for a motivational mediation model, based on selfdetermination theory, in which the presence of such a rationale (vs. its absence) adds to participants’ identification with the task’s personal value which, in turn, explains participants’ subsequent effort. These studies suggest that extrinsically motivated behaviors can become self-determined through the process of identification and that the promotion of this identification experience depends on the presence of a rationale that is communicated in an autonomy-supportive way.