Engaging Students in Learning Activities: It Is Not Autonomy Support or Structure but Autonomy Support and Structure

Autor/inn/en	Jang, Hyungshim; Reeve, Johnmarshall; Deci, Edward L.
Titel	Engaging Students in Learning Activities: It Is Not Autonomy Support or Structure but Autonomy Support and Structure
Quelle	In: Journal of Educational Psychology, 102 (2010) 3, S.588-600 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0019682
Schlagwörter	Grade 9; Classrooms; High School Students; Teaching Methods; Teaching Styles; Learning Activities; Learner Engagement; Professional Autonomy; Personal Autonomy; Public Schools; Grade 10; Grade 11; Teacher Behavior; Classroom Techniques; Likert Scales; Statistical Analysis + Suchen Sie Ihr Suchwort? School year 09; 9. Schuljahr; Schuljahr 09; Classroom; Klassenraum; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Lernaktivität; Berufsfreiheit; Individuelle Autonomie; Public school; Öffentliche Schule; School year 11; 11. Schuljahr; Schuljahr 11; Teacher behaviour; Lehrerverhalten; Klassenführung; Likert-Skala; Statistische Analyse
Abstract	We investigated 2 engagement-fostering aspects of teachers' instructional styles--autonomy support and structure--and hypothesized that students' engagement would be highest when teachers provided high levels of both. Trained observers rated teachers' instructional styles and students' behavioral engagement in 133 public high school classrooms in the Midwest, and 1,584 students in Grades 9-11 reported their subjective engagement. Correlational and hierarchical linear modeling analyses showed 3 results: (a) Autonomy support and structure were positively correlated, (b) autonomy support and structure both predicted students' behavioral engagement, and (c) only autonomy support was a unique predictor of students' self-reported engagement. We discuss, first, how these findings help illuminate the relations between autonomy support and structure as 2 complementary, rather than antagonistic or curvilinear, engagement-fostering aspects of teachers' instructional styles and, second, the somewhat different results obtained for the behavioral versus self-report measures of students' classroom engagement. (Contains 2 footnotes, 2 tables, and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10