Objective
From a self‐determination theory perspective, individuals are assumed to benefit and suffer from, respectively, the satisfaction and frustration of the psychological need for autonomy, even ...if they score low on autonomy strength. Yet, previous studies on need strength are scarce, operationalized need strength differently, and produced inconsistent findings.
Method
In two studies among 224 South African adults (Mage = 24.13, SD = 4.25; 54.0% male) and 156 Belgian prisoners (Mage = 38.60, SD = 11.68; 88.5% male), we investigated the moderating role of autonomy valuation and desire in the relations of autonomy satisfaction and frustration with a variety of well‐being and ill‐being indicators.
Results
Study 1 provided some evidence for the moderating role of mostly explicit autonomy desire (rather than explicit autonomy valuation). In Study 2, neither explicit nor implicit autonomy desire played a consistent moderating role.
Conclusions
Overall, these findings are congruent with a moderate (albeit not with a strong) interpretation of the universality claim made within self‐determination theory, provide initial evidence for a differentiation between deficit‐based and growth‐oriented interpersonal differences in need strength, and indicate that the potential moderating role of need strength deserves continued attention before any firm conclusions can be drawn.
This diary study provided the first classroom-based empirical test of the relations between student perceptions of high school science teachers' various autonomy supporting and thwarting practices ...and students' motivation and engagement on a daily basis over the course of an instructional unit. Perceived autonomy supporting practices were hypothesized to predict autonomous motivation and engagement outcomes, while perceived autonomy thwarting practices were hypothesized to predict controlled motivation and disaffection outcomes. In line with this prediction, multilevel modeling results based on regular reports of 208 high school students in 41 science classes across 6 weeks suggested that 4 perceived daily supports (choice provision, consideration for student preferences and interests, rationales for importance, and question opportunities) and 1 daily thwart (use of uninteresting activities) predicted changes in daily autonomous motivation and engagement. In contrast, changes in students' daily controlled motivation and disaffection were predicted primarily by 3 perceived daily thwarts (controlling messages, suppression of student perspectives, and use of uninteresting activities). Results also suggested that practices interacted such that the perception of thwarts generally bolstered desirable daily relationships between perceived supports and students' motivation and the perception of supports generally mitigated undesirable daily relationships between thwarts and motivation. Supplemental exploratory results suggested that the effects of choice and suppression of student perspectives may be heterogeneous and depend on the outcome and/or the presence of other practices. Implications of the findings are discussed.
Educational Impact and Implications Statement
The results of a 6-week classroom-based diary study with 208 high school students in 41 science classes suggested that students' autonomous motivation and engagement increased (since the prior class day) on days when students perceived their teachers to support their autonomy by providing choices, considering their preferences and interests in course activities, communicating rationales for the importance of activities, providing opportunities to ask questions, or avoiding uninteresting activities. In contrast, controlled motivation and disaffection increased on days when students' perceived their teachers to thwart their autonomy by using controlling messages, suppressing student perspectives, or using uninteresting activities. Students' perceptions that teachers' used thwarting practices simultaneously with supportive practices bolstered the desirable relationship between perceived supports and motivation, and mitigated the undesirable relationship between thwarts and motivation. Results suggest the importance of focusing motivation interventions on training high school teachers to implement specific daily practices geared at supporting students' experience of autonomy and minimizing the use of specific thwarting practices to both promote autonomous motivation and engagement and reduce controlled motivation and disaffection. Results highlight the importance of targeting a profile of autonomy-relevant practices that teachers use each day when attempting to maximize student motivation and engagement.
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Preliminary research operationalized autonomy strength narrowly as hope for autonomy satisfaction, while neglecting to consider fear of frustration as an important source of motivation. However, ...developmental antecedents and outcomes of hope and fear components of motives are distinct. Thus, we took a differentiate perspective on autonomy strength, which proposed fear of being controlled as a fear component, to comprehensively investigate whether a reciprocal relationship exists between autonomy-based experiences and autonomy strength. The current findings supported for some of the key predictions from the proposed interplay using longitudinal data collected in 2 years. Specifically, we found these transactional processes of autonomy-satisfying experiences with autonomy valuation and autonomy-frustrating experiences with autonomy desire over 2 years. Fear of being controlled predicted subsequent increases in autonomy frustration and decreases in autonomy satisfaction after 2 years, but not vice versa. This study provides valuable insights into autonomy strength and highlights the transactional process between autonomy-based experience and autonomy strength.
•Autonomy valuation positively interplayed with autonomy satisfaction during 2 years.•Autonomy desire and autonomy frustration mutually reinforced each other during 2 years.•Fear of being controlled led to more autonomy frustration, and less satisfaction after 2 years.
Guided by Self-Determination Theory, we offer an integrative and fine-grained analysis of teachers' classroom motivating style (i.e., autonomy support, structure, control, and chaos) to resolve ...existing controversies in the literature, such as how these dimensions relate to each other and to educationally important student and teacher outcomes. Six independent samples of secondary school teachers (N = 1332; Mage = 40.9 years) and their students (N = 1735, Mage = 14.6 years) read 12 ecologically valid vignettes to rate four dimensions of teachers' motivating styles, using the Situations-in-School (SIS) questionnaire. Multidimensional scaling analyses of both the teacher and the student data indicated that motivating and demotivating teaching could best be graphically represented by a two-dimensional configuration that differed in terms of need support and directiveness. In addition, eight subareas (two subareas per motivating style) were identified along a circumplex model: participative and attuning, guiding and clarifying, demanding and domineering, and abandoning and awaiting. Correlations between these eight subareas and a variety of construct validation and outcome variables (e.g., student motivation, teacher burnout) followed an ordered sinusoid pattern. The discussion focuses on the conceptual implications and practical advantages of adopting a circumplex approach and sketches a number of important future research directions.
Educational Impact and Implications Statement
The present study suggests that rather than categorizing secondary school teachers as either motivating or demotivating, this approach reveals that an attuning and guiding approach relate to the most adaptive pattern of teacher and student outcomes, whereas an opposite pattern is found for a domineering and abandoning approach. This greater clarity allows teachers to gain a more precise insight into their own teaching style so that they adopt a more need-supportive style that benefits their students and themselves.
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Academic Freedom Ignatieff, Michael; Roch, Stefan
2018, 20180215, 2018-02-15
eBook
Academic freedom—the institutional autonomy of scientific, research and teaching institutions, and the freedom of individual scholars and researchers to pursue controversial research and publish ...controversial opinions—is a cornerstone of any free society. Today this freedom is under attack from the state in many countries—Russia, Turkey, Venezuela, Hungary, China—but it is also under question from within academe. Bitter disputes have erupted on American campuses, for example, about the limits of free speech and about whether liberal academic freedoms have degenerated into a form of coercive political correctness. Beyond the academy itself, among the general public, academic freedom is contested ground. As Robert Post of Yale Law School has put it, academic freedom is “the price the public must pay in return for the social good of advancing knowledge." Populist currents of political opinion are questioning the price a society pays for the freedom of its ‘experts’ and professors.
Background
Self‐regulated learning (SRL) ability is the key determinant of the success of full‐time online learning. Thus, exploring the influencing factors of SRL and their influencing mechanisms is ...necessary to improve this ability among K‐12 students.
Objectives
The purpose of this study was to investigate the influence mechanism of teacher autonomy support on students' online SRL by examining the structural relationship among teacher autonomy support, parental autonomy support, students' self‐efficacy, and students' online SRL.
Methods
We use structural equation modelling and effect analysis to analyse the collected data from 961 Chinese K‐12 students who engaged in full‐time online learning in their homes during the coronavirus disease 2019 (COVID‐19) outbreak.
Results and Conclusions
Parental autonomy support and students' self‐efficacy play crucial independent mediating roles in the influence of teacher autonomy support on students' online SRL. Parental autonomy support and students' self‐efficacy have a chain mediating effect on the influence of teacher autonomy support on students' online SRL.
Implications
On the basis of the results, we suggest that in order to develop students' online SRL ability, it is important for teacher to improve parental autonomy support and students' self‐efficacy. In addition, base on the chain mediating effect, to improve students' online SRL, teacher autonomy support needs focus on parental autonomy support, and then parental autonomy support needs focus on improving students' self‐efficacy.
Lay Description
What is already known about this topic
• Self‐regulated learning (SRL) ability is the key determinant of the success of online learning.
• To improve K‐12 students' SRL ability, it is important to explore the influencing factors and their influencing mechanisms on students' online SRL.
• Teacher autonomy support play an important role for students' learning.
What is not known about this topic?
• How does teacher autonomy support influence students' online SRL, especially in full‐time online learning?
• Do parental autonomy support and student' self‐efficacy play a chain mediating role in the influence of teacher autonomy support on students' online SRL?
What this paper adds
• Parental autonomy support and students' self‐efficacy play crucial independent mediating role in the influence of teacher autonomy support on students' online SRL.
• Teacher autonomy support has a indirect influence on students' online SRL through the chain mediating effect of parental autonomy support and students' self‐efficacy.
Implications for practice and/or policy
• Given that parental autonomy support and students' self‐efficacy mediating the influence of teacher autonomy support on students' online SRL, it is important to improve parental autonomy support and students' self‐efficacy.
• In order to improve students' online SRL ability, teachers need focus on parental autonomy support, and parental autonomy support focus on improving students' self‐efficacy.
This research explores how a technological assistance device can support workplace and teaching autonomy for a person with physical disability due to arthrogryposis. Using a qualitative approach with ...descriptive statistics, the subjective experience of the participant was evaluated before and after using the device. The results show that the device provided greater autonomy in work and teaching tasks, saving time and interaction with students. La investigation se llevô a cabo en cuatro fases; 1) Identification de necesidades y particularidades de la Persona con discapacidad fisica; 2) Prueba de dispositivos de tecnologia de asistencia; 3) Diseno y construcciôn del dispositiva de tecnologia de asistencia; 3) Pruebas y ajustes del dispositivo; 4) Aplicaciôn del dispositivo en situaciones laborales reaies; 5) Evaluation de la satisfaction en el contexto laboral.
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