Work

Learning how to become an autonomy-supportive teacher begins with perspective taking: A randomized control trial and model test

Year: 2024

Type: article

Study designs: Randomized Controlled Trial, Clinical Trial

Abstract: Using self-determination theory, we sought to explain how teachers learn autonomy-supportive teaching. We randomly assigned 28 teachers (35.3 years-old, grades 7–9) and their 1566 students (13.4 years-old, 50.8% female) to participate or not in an autonomy-supportive teaching workshop. Teacher participation in the workshop increased autonomy-supportive teaching. Results from a multilevel structural equation modeling analysis showed that teachers in the experimental, compared to the control, condition first learned perspective taking skill, then learned the three teaching practices of interest support, value support, and lesser teacher control, which then explained their students’ year-end gains in need satisfaction and declines in need frustration.

Source: Teaching and Teacher Education

DOI: 10.1016/j.tate.2024.104702

Authors: Johnmarshall Reeve, Sung Hyeon Cheon

Institutions: Australian Catholic University, Korea University

Language: English

Topic: Motivation and Self-Concept in Sports

Subfield: Social Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $2,770