Autonomy Support Research Articles

Review of Research on Motivation and EFL Students' Speaking Performance

In the context of global integration, English learning has become a more important topic, especially in developing speaking skills, which plays a vital role in cross-cultural communication. Motivation, as a psychological element that boosts individuals actions, has a significant impact on improving EFL students speaking competence. The study focuses on motivation and its influence on EFL students oral performance, aiming to explore how to improve students oral ability with motivational strategies effectively. In terms of methods, this study uses literature analysis, including literature review, theoretical analysis and empirical research. Based on the review of existing literature, the challenges posed by low motivation and self-regulation ability to EFL learners oral language development are identified. At the same time, this paper introduces the L2 motivational strategy, self-determination theory and Kellers ARCS motivation strategy theory and explores how these theories are applied in the real pedagogical context. The results show that intrinsic motivation positively correlates with students autonomous learning ability, teacher support autonomy and classroom participation. Moreover, self-determination motivation can effectively reduce spoken English anxiety and improve spoken English ability. Based on the result, this study points out the key role of motivational strategies in teaching and provides practical guidance for teachers to improve EFL students oral performance.

Effects of coaches' autonomy support on athletes' aggressive behavior and athlete burnout: verification of the mediating effects of coach-athlete relationship and team efficacy.

This study investigated the relationships between perceived autonomy support, coach-athlete relationship, team efficacy, aggressive behavior, and athlete burnout among team sports athletes. It verified the mediating effects of the coach-athlete relationship and team efficacy on the relationship between autonomy support and athlete burnout. A questionnaire survey on autonomy support, coach-athlete relationships, aggressive behavior, and athlete burnout was administered to 336 team sports athletes (292 male athletes and 44 female athletes). A cross-sectional research design was used to collect the data. To analyze the collected data, frequency, reliability, descriptive statistical, and correlation analyses were performed using SPSS version 26.0. In addition, confirmatory factor analysis, convergent validity tests, and structural model analysis were conducted using AMOS version 24.0. Bootstrapping was used to examine the mediating effects. The fit of the measurement model was assessed by calculating the fit indices as follows: x 2 = 329.689, df = 124, p < 0.001, TLI = 0.945, CFI = 0.956, RMSEA = 0.070 (90% CI = 0.061-0.080), and SRMR = 0.060. Autonomy support positively affected the coach-athlete relationship (β = 0.841) and team efficacy (β = 0.338). The coach-athlete relationship positively affected team efficacy (β = 0.479). Furthermore, autonomy support did not significantly influence aggressive behavior (β = -0.053), and negatively affected athlete burnout (β = -0.305). The coach-athlete relationship also did not significantly affect aggressive behavior (β = 0.054), and negatively affected athlete burnout (β = -0.303). Team efficacy negatively affected aggressive behavior (β = -0.516) and athlete burnout (β = -0.201). Finally, autonomy support was found to affect athlete burnout through the coach-athlete relationship and team efficacy. Considering that autonomy support affects athlete burnout through coach-athlete relationship and team efficacy, coaches need to enhance the quality of the coach-athlete relationship and improve team efficacy to reduce athlete burnout. Above all, the study findings suggest that coaches need to provide autonomy-supportive behaviors.

How do algorithms influence platform workers’ behavior? Relationship between algorithmic autonomy support and platform workers’ stress and incivility

How do algorithms influence platform workers’ behavior? Relationship between algorithmic autonomy support and platform workers’ stress and incivility

Exploring the quality of participation and strategies to support meaningful engagement in an adapted paddleboard program among individuals with disabilities

Aim Adapted paddleboard provides an outdoor leisure-time physical activities (LTPA) opportunity with many health benefits (e.g., physical activity, reduced stress, social engagement). However, nearly 50% of individuals with disabilities do not participate in any LTPA. Quality of LTPA participation influences sustainable adherence, while optimizing participant experiences. An adapted paddleboard program is offered in Quebec City, for adults with physical disabilities, but little is known about how participants perceive their quality of participation. This study aimed to describe individuals with disabilities’ perceived quality of participation in the adapted paddleboard program, and to explore their suggestions of strategies to support meaningful engagement in the program. Methods An ethnographic mixed-methods design was conducted, consisting of participant observations during the 13-week program and semi-structured interviews based on the Quality Parasport Participation Framework (QPPF). Measure of Experiential Aspects of Participation (MeEAP) questionnaire were collected. A mixed approach of data analysis was used for qualitative data and descriptive statistics were conducted for quantitative data. Results Nine participants (8F) with various disabilities (42±15 years old) participated in the study. Emergent dimensions of quality of participation included belongingness and autonomy. Facilitators to participation were identified, such as autonomy support through volunteers and provision of adaptive equipment. Barriers to participation included water access and level of individual challenge. Suggested strategies to improve engagement included water access closer to parking and multiple groups for variable skill levels. Conclusions Participants expressed high-quality of participation in adapted paddleboarding. The study allows the development of knowledge about conditions that enhance the experience of participating in outdoor LTPA.

Autonomy support in higher education: a key strategy for the well-being of university students

Introduction Amid changing social dynamics, the world of higher education faces, among other challenges, the growing impact on the mental health of students. In this scenario, the Self-Determination Theory (SDT) highlights the important role of autonomy support as it generates positive effects on students' motivation and well-being. Methods The present study tests the predictive capacity of the teacher’s interpersonal style of autonomy support in a higher education institution, in relation to the satisfaction of basic psychological needs, autonomous motivation and depressive symptoms. A sample composed of 356 Spanish university students of which 237 were male (66.57%) from different grades and courses, aged between 17 and 57 years (M = 20.83; SD = 3.44), from middle socioeconomic strata, was used, and selected through purposive sampling. Results After the analysis of structural equations, the results showed that the teacher’s interpersonal style of autonomy support positively predicted the satisfaction of basic psychological needs and this the autonomous motivation; but negatively depressive symptoms. Conclusions The model describes the possible importance of promoting the teacher’s interpersonal style of autonomy support in higher education as a protective factor for well-being and mental health. These findings highlight the importance of motivational strategies that higher education teachers must implement to promote student motivation and well-being.

Disentangling autonomy-supportive and psychologically controlling parenting: A meta-analysis of self-determination theory's dual process model across cultures.

Self-determination theory's (SDT) dual process model claims that parental autonomy support relates positively to child well-being, while psychologically controlling parenting is linked positively to child ill-being. We tested these claims using a combination of one-stage and univariate meta-analytic structural equation modeling with moderation (k = 238; n = 1,040, N = 126,423). In the univariate models, parental autonomy support was linked positively with child well-being, r = 0.30, 95% CI [0.26, 0.33], whereas parental psychological control was positively linked with child ill-being, r = 0.26, 95% CI [0.23, 0.28]. Consistent with SDT's dual process model, the one-stage model that controlled for the intercorrelations between predictors showed that parental autonomy support and psychological control had distinct links to child wellness outcomes. Parental autonomy support was linked positively with child well-being, even when accounting for psychological control, r = 0.26, 95% CI [0.20, 0.31], and parental psychological control was positively linked to child ill-being, controlling for autonomy support, r = 0.20, 95% CI [0.17, 0.23]. Crucially, the beneficial effects of parental autonomy support and the costs of psychological control applied across regions, degrees of national individualism and cultural hierarchy, as well as child developmental periods and sexes. These results help move the field beyond debates about whether autonomy is beneficial toward questions about manifestations of autonomy across groups and variations in its optimal support. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Development of the Chinese coaches' autonomy-supportive-laissez-faire coaching style scale.

The autonomy-supportive coaching style is recognized for its positive impact on athletes' well-being and performance. However, the transition of excessive autonomy into a laissez-faire coaching style has not been thoroughly examined within the context of coach evaluation scales. Existing scales focus predominantly on the positive dimensions of autonomy support, and do not possess the capabilities to measure outcomes which may be viewed as negative or other outcomes. This study aims to integrate the autonomy-supportive and laissez-faire coaching styles within the same measurement framework. Our study developed a comprehensive scale to assess both the autonomy-supportive and laissez-faire coaching styles, drawing on items from the Sport Climate Questionnaire for autonomy support and adapting items from leadership research for laissez-faire coaching. We conducted two studies: the first with 148 athletes to refine the laissez-faire items and the second with 460 athletes to validate the full scale, utilizing exploratory factor analysis, confirmatory factor analysis, and correlation analysis. We also measured internal consistency and split-half reliability. The finalized scale includes a 6-item autonomy-supportive subscale and a 5-item laissez-faire subscale. Validation processes confirmed the scale's construct and criterion validity, alongside its reliability. The Chinese Coaches' Autonomy-Supportive-Laissez-Faire Coaching Style Scale effectively captures both the beneficial and potentially detrimental aspects of coaching styles, addressing a critical gap in the literature and providing a reliable tool for evaluating coaching approaches.

How does parental autonomy support influence adolescents’ academic performance? The mediating roles of active parental internet mediation and parent–child cohesion

How does parental autonomy support influence adolescents’ academic performance? The mediating roles of active parental internet mediation and parent–child cohesion

Cultivating purpose and internalized motivation through workplace learning

Building on prior research documenting associations between youth purpose and academic, psychological and physical well-being, this study examined the contributions of workplace learning (WPL) to youth purpose and internal motivation among 281 youth of diverse racial and ethnic identities and economic status enrolled in two high school networks offering innovatively designed WPL. Sequential regression analyses revealed that the quality of WPL, defined by mentor support for training, learning opportunities, and youth autonomy, contributed positively to youth purpose and internal motivation, beyond the negative effects of perceived social and economic barriers. Findings are discussed through the perspectives of psychology of working, decent education, self-determination theory and career construction and suggest that WPL is a promising intervention for overcoming inequities in fostering youth talent and purpose, including personal goals, meaning and intentions for social contribution.

Perceived Peer Integration, Parental Control, and Autonomy Support: Differential Effects on Test Anxiety during the Transition to Secondary School for Girls and Boys

Although previous research has investigated the impact of parents and peers on test anxiety in secondary or tertiary education, little is known about younger students, especially during the transition to secondary school. Additionally, it is unclear whether these social factors affect girls’ and boys’ test anxiety differently. Therefore, the current study examined the role of perceived peer integration into the new class context, perceived parental control, and autonomy support on girls’ and boys’ test anxiety (worry and emotionality) during the transition to secondary school. Data from 1770 students (Mage = 10.47, SD = 0.56; 51% females) were analyzed before (4th grade) and after the transition (5th grade) using a multigroup (girls vs. boys) structural equation model. Both facets of test anxiety decreased from 4th to 5th grade. Perceived peer integration into the new class was only relevant for girls’ test anxiety, while parental control predicted post-transition test anxiety for boys. The results suggest that the perceived social environment is an important factor in helping students cope with the demands of the transition to secondary school.

PARENTAL AUTONOMY SUPPORT AND CHILD PSYCHOSOCIAL ADJUSTMENT: EXAMINING THE ROLE OF CULTURAL HIERARCHY

The studies described in this paper investigated whether cultural hierarchy plays a moderating role in the association between parental autonomy support and child psychosocial adjustment, employing samples presenting a wide range of cultural variability (parents born in 71 different nations). The participants’ cultural backgrounds, based on the parents’ birth country, were rated in terms of emphasis on hierarchical power using Schwartz’s dimensional coding system. Structural equation modelling analyses revealed no moderation effect of cultural hierarchy on the relation between parental autonomy support and child outcomes, with the exception of the relation between parental autonomy support and adolescents’ autonomous self-regulation. As expected, parental autonomy support and cultural hierarchy were significantly and negatively correlated. Parental autonomy support was often associated with indicators of youth psychosocial adjustment, whereas cultural hierarchy was generally unrelated to adjustment. These results support self-determination theory’s position on the universal benefits of autonomy support.

Patient-centered care in diabetes care-concepts, relationships and practice.

We still do not have comprehensive knowledge of which framework of patient-centered care (PCC) is appropriate for diabetes care, which elements of PCC are evidence-based, and the mechanism by which PCC elements are associated with outcomes through mediators. In this review, we elaborate on these issues. We found that for diabetes care, PCC elements such as autonomy support (patient individuality), cooperation and collaboration (system-level approach), com-munication and education (behavior change techniques), emotional support (biopsychosocial approach), and family/other involvement and support are critically important. All of these factors are directly associated with different patient outcomes and indirectly associated with outcomes through patient activation. We present the practical implications of these PCC elements.

Exploring Cross-Cultural Teacher Perspectives on Student Engagement in Virtual Learning Environments During The COVID-19 Pandemic

The rapid transition to emergency remote teaching during the COVID-19 pandemic posed challenges for teachers, students, and higher education institutions, impacting students' learning and engagement in the learning process. Based on Self-Determination Theory, this paper employs a collective case study research methodology to examine teachers' strategies for supporting students' learning and engagement in virtual learning environments during emergency remote teaching in the pandemic era, with the goal of offering guidelines to assist teachers in fostering student learning and engagement in these virtual settings. The inductive thematic analysis of eight semi-structured interviews with teachers from Spain, Oman, Nigeria and Cambodia revealed some challenges faced by teachers in engaging their students in virtual environments and some teaching and support strategies that teachers adopted to enhance students’ engagement in virtual classrooms. The study synthesised a set of strategies for teachers in higher education to support students’ engagement and learning in online environments. Teachers’ autonomy, structure and involvement support strategies had a behavioural, emotional, cognitive, and agentic engagement on students’ learning process. The paper discussed limitations and future research endeavours in online teaching and learning and students’ engagement.

A recent systematic review of tailoring teacher autonomy through personality insights

Providing teachers autonomy that aligns with their personalities can foster a greater sense of ownership and commitment to their work, increasing student engagement and academic achievement. The relationship between teacher personality and professional autonomy in education is crucial for pedagogical effectiveness, job satisfaction, and student outcomes. Nonetheless, a gap persists in the current literature, underscoring a lack of thorough understanding of how personality influences educators' autonomy experiences. This systematic review tackles the need for a comprehensive understanding of various aspects of teacher autonomy and teacher personality insights. The primary objective of this systematic review is to explore and assess the literature on teacher autonomy through personality insights. Note that the flow of the study is based on the PRISMA framework. By analyzing a comprehensive selection using advanced searching approaches on Scopus and Web of Science (WoS) databases (n = 30), the final primary data was examined using mixed methods from the recent articles in the year of 2023. Expert scholars decided to develop four themes, which are [1] Autonomy Support and Academic Performance, [2] Teacher Well-being and Turnover, [3] Motivation and Teaching Style, and [4] Cross-cultural Perspectives on Autonomy. Therefore, future studies ought to investigate how different personalities affect teacher satisfaction, classroom dynamics, and student learning results to improve professional development and provide useful insights for educational policymakers and practitioners.

A mixed methods, longitudinal study: characterizing the differences in engagement and perceived learning of medical students in online and in-person team-based learning classes

Background The rapid transition from in-person to online delivery of medical curriculum has facilitated the continuation of medical education during the COVID-19 pandemic. Whilst active learning approaches, including Team-Based Learning (TBL), are generally more supportive of the learner’s needs during such transition, it remains elusive how different learning environments affect a learner’s motivation, engagement, and perceived learning over a prolonged period. We leveraged on the Self-Determination Theory (SDT) and key learners’ characteristics to explore the levels of student’s engagement and perceived learning in two TBL learning environments, online and in-person, over an extended period. We hypothesize that students’ self-reported perceptions of engagement and learning will be lower in online compared to in-person TBL classes. Methods This is a mixed methods study with 49 preclinical graduate medical students completing the same questionnaire twice for each learning environment, online TBL and in-person TBL, over an eight-month period. Quantitative data were collected on learners’ characteristics, basic psychological needs satisfaction, motivation, student’s engagement and perceived learning. Additionally, the final questionnaire also explored the participants’ perception on which learning environment better supported their learning. Results We found that autonomy support, perceived competence and needs satisfaction, and perceived learning were higher in-person than online. Additionally, most learners felt that in-person TBL was better for learning, as the concepts of learning space and the community of practice were mediated by being in-person. Conclusions TBL, being an active instructional method, can maintain students’ engagement because it supports many aspects of SDT constructs and perceived learning. However, online TBL is unable to fully support the students’ needs and perceived learning. Hence, we strongly advocate for any in-person opportunities to be included in a course, as in-person classes best support students’ engagement and perceived learning.

The Impact of Coach Autonomy Support on Athlete Engagement and Burnout

The Impact of Coach Autonomy Support on Athlete Engagement and Burnout

The impact of teacher autonomy support on students’ assessment literacy: The chain mediating effects of self-efficacy and critical reflection

In the realm of classroom assessment, the shift towards “assessment as learning” underscores the pivotal role of students in developing assessment literacy. This study aims to bridge the gap in the literature by examining the understudied area of students' assessment literacy. The author introduces a novel chain mediation effect structure model to investigate the interactions between teacher autonomy support, self-efficacy, critical reflection, and students' assessment literacy. The sample comprises 704 high school students from central China, with an even gender distribution (321 boys and 383 girls), which provides a robust dataset for analysis. By utilizing the Student Evaluative Scale, Critical Reflection Scale, and Self-Efficacy Scale, the study reveals a significant and positive correlation between teacher autonomy support and the level of assessment literacy among students. Furthermore, the findings indicate that self-efficacy and critical reflection act as mediators in the relationship between teacher autonomy support and students' assessment literacy. This suggests that educators who foster an environment of autonomy, empowering students to take ownership of their learning, can significantly enhance students' belief in their own abilities (self-efficacy) and their capacity for reflective thinking, thereby improving students’ assessment literacy. The study concludes with concrete suggestions for classroom practice and identifies avenues for future research to further refine our understanding of the complex interplay between teacher support, student self-efficacy, critical reflection, and assessment literacy.

A Qualitative Exploration of Control, Structure, and Autonomy Support Food Parenting Practices That Hispanic Caregivers Use to Feed Their Preschoolers Healthy Foods

A Qualitative Exploration of Control, Structure, and Autonomy Support Food Parenting Practices That Hispanic Caregivers Use to Feed Their Preschoolers Healthy Foods

Mediating Effect of Autonomy Support between Exercise Knowledge and Exercise Self-Efficacy of Patients with Severe Mental Illness

Purpose: This study aimed to explore how autonomy support mediates the association between exercise knowledge and exercise self-efficacy in patients with severe mental illness.Methods: A total of 181 individuals were selected through convenience sampling. They completed self-administered surveys measuring exercise knowledge, autonomy support, and exercise self-efficacy. The data analysis was conducted using descriptive statistics, t-tests, one-way analysis of variance, Pearson’s correlation coefficients, and multiple linear regression. To determine the statistical significance of the mediating effect, a bootstrapping test was also conducted.Results: This research revealed that autonomy support significantly predicted exercise self-efficacy and partially mediated the association between exercise knowledge and exercise self-efficacy (lower limit confidence interval [LLCI]: 2.34; upper limit confidence interval [ULCI]: 5.97). The model incorporating exercise knowledge and autonomy support explained 42.0% of the variance in exercise self-efficacy.Conclusion: Collaborative endeavors involving mental health practitioners and exercise experts demonstrate notable efficacy in enhancing exercise self-efficacy of individuals with mental illness.

Influence of Parental Rearing Practices on Prosocial Behavior: The Mediating Role of Emotional Intelligence

This study aimed to explore the relationship between prosocial behavior, emotional intelligence, and perceived parental parenting practices in adolescents. The study employed mediation analysis to examine the underlying processes and mechanisms connecting these variables. A sample of adolescents participated in the study and completed self-report measures assessing perceived parental rearing practices, emotional intelligence, and prosocial behavior. The findings revealed significant positive associations between perceived parental parenting methods, prosocial behavior, and emotional intelligence. Furthermore, emotional intelligence was identified as a mediator between specific parenting practices (mother involvement, mother autonomy support, and father rearing practices) and prosocial behavior. The study also highlighted the importance of parental involvement, autonomy support, and warmth in fostering emotional intelligence and promoting prosocial behavior among adolescents. These findings have implications for interventions and programs aimed at enhancing emotional intelligence and promoting prosocial behavior in adolescents.