Our ongoing program of research works with teachers to help them become more autonomy supportive during instruction and hence more able to promote students’ classroom motivation and engagement.
We have published five experimentally based, longitudinally designed, teacher-focused intervention studies that have tested the effectiveness and educational benefits of an autonomy-supportive intervention program (ASIP).
Findings show that (1) teachers can learn how to become more autonomy supportive and less controlling toward students, (2) students of the teachers who participate in ASIP report greater psychological need satisfaction and lesser need frustration, (3) these same students report and behaviorally display a wide range of important educational benefits, such as greater classroom engagement, (4) teachers benefit as much from giving autonomy support as their students do from receiving it as teachers show large postintervention gains in outcomes such as teaching efficacy and job satisfaction, and (5) these ASIP-induced benefits are long lasting as teachers use the ASIP experience as a professional developmental opportunity to upgrade the quality of their motivating style.
Our ASIP helps teachers learn how to better support their students’ autonomy during instruction. The value of this teaching skill can be seen in teachers’ and students’ enhanced classroom experience and functioning.
This research was supported by the WCU (World Class University) Program funded by the Korean Ministry of Education, Science and Technology, consigned to the Korea Science and Engineering Foundation (Grant no. R32-2008-000-20023-0), by the National Research Foundation of Korea Grant funded by the Korean Government (NRF-2014S1A5A8017649), and by 2013 Research Grant from Kangwon National University.
Reeve, J. and Cheon, S.H. (2014), "An Intervention-Based Program of Research on Teachers’ Motivating Styles", Motivational Interventions (Advances in Motivation and Achievement, Vol. 18), Emerald Group Publishing Limited, Bingley, pp. 293-339. https://doi.org/10.1108/S0749-742320140000018008
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