When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students

被引：124
|
作者：
Cheon, Sung Hyeon [1 ]
Reeve, Johnmarshall [2 ]
Vansteenkiste, Maarten [3 ]
机构：
[1] Korea Univ, Seoul, South Korea
[2] Australian Catholic Univ, Sydney, NSW, Australia
[3] Univ Ghent, Ghent, Belgium
来源：
TEACHING AND TEACHER EDUCATION | 2020年 / 90卷
基金：
新加坡国家研究基金会;
关键词：
Autonomy support; Intervention; Motivating style; Need satisfaction; Structure; Teaching efficacy; PHYSICAL-EDUCATION TEACHERS; CHANGE-ORIENTED FEEDBACK; INTRINSIC MOTIVATION; FOCUSED INTERVENTION; NEED SATISFACTION; MEDIATING ROLE; ENGAGEMENT; BEHAVIOR; SPORT; GOAL;
D O I：
10.1016/j.tate.2019.103004
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
In two experimentally-based and longitudinally-designed studies, secondary-level PE teachers were randomly assigned to participate or not in a new intervention to help them learn all of the following: support autonomy, provide structure, and provide structure in an autonomy-supportive way. In Study 1, teachers who participated in the intervention showed longitudinal gains in all five hypothesized teacher benefits (e.g., teaching efficacy, job satisfaction). In Study 2, students of teachers who participated in the intervention showed longitudinal gains in all four hypothesized student benefits (e.g., classroom engagement, skill development). Overall, teachers and students benefited after teachers provided structure in an autonomy-supportive way. (c) 2019 Elsevier Ltd. All rights reserved.
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页数：12
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