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

页码：337 / 362

页数：26

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