Enhancing students' engagement by increasing teachers' autonomy support'. Motivation and Emotion (2004)
| Citations: | 89 - 1 self |
BibTeX
@MISC{Reeve04enhancingstudents',
author = {Johnmarshall Reeve and Hyungshim Jang and Dan Carrell and Soohyun Jeon and Jon Barch},
title = {Enhancing students' engagement by increasing teachers' autonomy support'. Motivation and Emotion},
year = {2004}
}
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Abstract
Engagement refers to the behavioral intensity and emotional quality of a person’s active involvement during a task. Recognizing the benefits highly engaged people experience, we tested whether classroom teachers could incorporate the relatively foreign concept of autonomy support into their motivating styles as a way to pro-mote their students ’ engagement during instruction. Teachers in an experimental group and teachers in a delayed-treatment control group received information and guidance consistent with self-determination theory on how to support students’ autonomy. Over a series of 3 classroom observations, trained raters scored each teacher’s autonomy support and 2 measures of their students ’ engagement–task involvement and influence attempts. Trained teachers displayed significantly more autonomy-supportive behaviors than did nontrained teachers. Further, the more teachers used autonomy support during instruction, the more engaged were their students. This was true on both measures of engagement. KEY WORDS: autonomy; autonomy support; engagement; high school teachers; self-determination. Engagement refers to the behavioral intensity and emotional quality of a per-
Keyphrases
autonomy support behavioral intensity emotional quality engagement refers influence attempt autonomy-supportive behavior person active involvement engaged people high school teacher delayed-treatment control group classroom teacher trained teacher self-determination theory key word motivating style foreign concept experimental group teacher autonomy support task involvement nontrained teacher classroom observation
