Engaging Students in Learning Activities Jang, Hyungshim; Reeve, Johnmarshall; Deci, Edward L
Journal of educational psychology,
08/2010, Volume:
102, Issue:
3
Journal Article
Peer reviewed
We investigated 2 engagement-fostering aspects of teachers' instructional styles-autonomy support and structure-and hypothesized that students' engagement would be highest when teachers provided high ...levels of both. Trained observers rated teachers' instructional styles and students' behavioral engagement in 133 public high school classrooms in the Midwest, and 1,584 students in Grades 9-11 reported their subjective engagement. Correlational and hierarchical linear modeling analyses showed 3 results: (a) Autonomy support and structure were positively correlated, (b) autonomy support and structure both predicted students' behavioral engagement, and (c) only autonomy support was a unique predictor of students' self-reported engagement. We discuss, first, how these findings help illuminate the relations between autonomy support and structure as 2 complementary, rather than antagonistic or curvilinear, engagement-fostering aspects of teachers' instructional styles and, second, the somewhat different results obtained for the behavioral versus self-report measures of students' classroom engagement.
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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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This book investigates secessionist movements within the European Union, drawing on the author's in-depth research interviews with elected members of the major pro-independence political parties in ...Flanders, Scotland, and Catalonia. The book considers shifts within party platforms as well as why these regions are not yet independent.
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.
As health care systems seek to provide patient-centered care as a cornerstone of quality, the link between patient-centeredness and patient outcomes is a concern. Past research reveals inconsistent ...findings regarding the impact of patient-centeredness on patient outcomes, and few studies have investigated the factors that moderate this relationship. Most studies have used self-rated outcomes on a cross-sectional basis, even though most patient care is inherently longitudinal. The current study extends past research by examining the theoretical and empirical relationships between patients’ perceptions of autonomy support and autonomy preferences with regard to their health outcomes. We hypothesized that autonomy preferences moderate the positive relationships between perceived autonomy support and patient–physician relationships, and on self-rated and objective health outcomes such that the relationships are more positive when patient autonomy preferences are high. Data were collected 3 times over a one-year period from a sample of 614 patients with type 2 diabetes in Taiwan. The results revealed strong support for the hypothesized relationships between perceived autonomy support and patient trust, satisfaction, and mental health-related quality of life (HRQoL) after adjusting for baseline scores; however, the direct link between autonomy support and patients’ glycemic control was not significant. Specifically, patients with high decisional preference experienced a greater increase in subsequent trust and satisfaction than patients with low decisional preference. Further, patients with high information preference had a higher level of satisfaction over time than patients with low information preference. In addition, it was found that perceived autonomy support improved both physical and mental HRQoL but only if combined with high levels of information preference. This study provides evidence of a contingency perspective of the relationship between patient autonomy support and outcomes. By recognizing the uniqueness of each patient’s autonomy preferences, healthcare practitioners can increase the efficiency of patient-centered care and improve patient outcomes.
Building on self-determination theory, we theorized about and demonstrated, through 2 multilevel field studies, the pivotal role of harmonious passion in translating organizational autonomy support ...and individual autonomy orientation into job creativity. Results based on 3-level data from 856 members in 111 teams within 23 work units of a porous metal company (Study 1) and from 525 employees in 98 teams of 18 branches of a large commercial bank (Study 2) revealed 2 major findings. First, organizational autonomy support from a higher organizational level (unit or branch) compensated for the effect of autonomy support from a lower organizational level (team) or individual autonomy orientation on employees' harmonious passion. Second, harmonious passion mediated the interactive effects of unit (branch) autonomy support and team member autonomy orientation, of team autonomy support and team member autonomy orientation, and of unit (branch) autonomy support and team autonomy support on individual creativity. We discuss the theoretical and practical implications of these findings in the organizational context.
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We conducted a theoretical and psychometric evaluation of self-determination theory’s “relative autonomy continuum” (RAC), an important aspect of the theory whose validity has recently been ...questioned. We first derived a Comprehensive Relative Autonomy Index (C-RAI) containing six subscales and 24 items, by conducting a paired paraphrase content analysis of existing RAI measures. We administered the C-RAI to multiple U.S. and Russian samples, assessing motivation to attend class, study a major, and take responsibility. Item-level and scale-level multidimensional scaling analyses, confirmatory factor analyses, and simplex/circumplex modeling analyses reaffirmed the validity of the RAC, across multiple samples, stems, and studies. Validation analyses predicting subjective well-being and trait autonomy from the six separate subscales, in combination with various higher order composites (weighted and unweighted), showed that an aggregate unweighted RAI score provides the most unbiased and efficient indicator of the overall quality of motivation within the behavioral domain being assessed.
Cohesion is an important property of teams that can affect individual teammates and team outcomes. However, cohesion in teams that include autonomous systems as teammates is an underexplored topic. ...We examine the extant literature on cohesion in human teams, then build on that foundation to advance the understanding of cohesion in human-autonomy teams, both similarities and differences. We describe team cohesion, the various definitions, factors, dimensions and associated benefits and detriments. We discuss how that element may be affected when the team includes an autonomous teammate with each description. Finally, we identify specific factors of human-autonomy interaction that may be relevant to cohesion, then articulate future research questions critical to advancing science for effective human-autonomy teams. Relevance Statement: The human team literature has provided a foundation onto which human-autonomy team research can build, but the team dynamics, and subsequent states, established in multi-human teams are expected to differ in human-autonomy teams. This manuscript focuses on cohesion, one such state and synthesises elements of human team cohesion and human-autonomy interaction to detail expectations for cohesion in human-autonomy teams. These expectations can serve as a launch point for future research.
The twofold purpose of the present study was, first, to determine whether training intervention programs designed to help people support the autonomy of others are effective and, second, to identify ...the set of conditions that allowed these interventions to be most effective. A meta-analysis of the findings from 19 studies with 20 effect sizes showed that the training programs were, overall, effective with a weighted effect size of 0.63. Moderator analyses of the overall effect size showed that the relatively more effective intervention programs were structured in ways that trained multiple elements of autonomy support and were presented in relatively brief (1—3 h) sessions in a laboratory training setting that focused on skill-based activities and utilized multiple types of media to deliver its content. Furthermore, relatively effective intervention programs were offered to teachers (rather than to other professionals), trainees (rather than to experienced professionals), and individuals with an autonomy (rather than a control) causality orientation. Though the small number of included studies warrants caution, results generally affirmed the effectiveness of autonomy-supportive training programs and identified the conditions under which future programs can be designed to be highly effective.
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