No Aspect of Structure Should Be Left behind in Relation to Student Autonomous Motivation

Autor/inn/en	Mouratidis, Athanasios; Michou, Aikaterini; Telli, Sibel; Maulana, Ridwan; Helms-Lorenz, Michelle
Titel	No Aspect of Structure Should Be Left behind in Relation to Student Autonomous Motivation
Quelle	In: British Journal of Educational Psychology, 92 (2022) 3, S.1086-1108 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mouratidis, Athanasios) ORCID (Michou, Aikaterini) ORCID (Helms-Lorenz, Michelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12489
Schlagwörter	Foreign Countries; Adolescents; Student Motivation; Personal Autonomy; Teacher Role; Direct Instruction; Teaching Styles; Teacher Expectations of Students; Student Attitudes; Classroom Environment; High School Students; Turkey + Suchen Sie Ihr Suchwort? Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schulische Motivation; Individuelle Autonomie; Lehrerrolle; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Lehrstil; Unterrichtsstil; Schülerverhalten; Klassenklima; Unterrichtsklima; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Türkei
Abstract	Background: Provision of structure in classroom settings constitutes one of the pillars of conducive learning environments. However, little is known whether the particular elements of provided structure--namely, contingency, clear expectations, help and support, and monitoring--are equally important for student learning and motivation. Aims: In this cross-sectional study, we aimed to investigate to what extent students' autonomous motivation is linearly and curvilinearly related to their perceptions of their teachers' contingency, clear expectations, help and support, and monitoring. Sample: Participants were 12,036 Turkish adolescent students (age range: 15-19 years; 54.4% males) from 446 classes, nested into 24 public schools. Methods: Cross-sectional, based on student ratings of their self-determined motivation and their teacher structure provision and autonomy support. Results: Multilevel and ordinary least-squares polynomial regression analyses showed all the four perceived structure elements to predict autonomous motivation, with expectations and contingency (especially when coupled with monitoring) being even more important predictors than the other elements. Response surface analyses also showed strong positive relation between autonomous motivation and all the possible pairs of the four elements of perceived structure along the line of congruence, suggesting an additive effect when teachers are thought to be contingent and helpful and supportive (or monitor their students, or clearly communicate their expectations). Conclusions: These findings imply the key role that teachers could play in enhancing their students' autonomous motivation by providing all the elements of structure. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01