Supporting and Thwarting Autonomy in the High School Science Classroom

被引：25
|
作者：
Patall, Erika A. [1 ]
Vasquez, Ariana C. [1 ]
Steingut, Rebecca R. [1 ]
Trimble, Scott S. [1 ]
Pituch, Keenan A. [1 ]
机构：
[1] Univ Texas Austin, Educ Psychol, Austin, TX 78712 USA
来源：
COGNITION AND INSTRUCTION | 2017年 / 35卷 / 04期
关键词：
autonomy support; autonomy thwarts; teaching practice; psychological needs; motivation; diary method; SELF-DETERMINATION THEORY; INTRINSIC MOTIVATION; STUDENTS ENGAGEMENT; TEACHER BEHAVIORS; CHOICE; ACHIEVEMENT; COMPETENCE; HOMEWORK; GIRLS; STEM;
D O I：
10.1080/07370008.2017.1358722
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
This investigation examined relations between adolescent students' daily and cumulative perceptions of teachers' practice and their experience of autonomy. Two-hundred and eighteen high school science students in 43 classes participated in a 6-week diary study. Multilevel modeling results suggested that perceptions of 8 out of 9 practices predicted a change in students' daily autonomy. Results also revealed that autonomy-relevant practices interacted with time, each other, and characteristics of students and classrooms. Implications are discussed.
引用
收藏
页码：337 / 362
页数：26
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