A Magic Dwells in Each Beginning? Contextual Effects of Autonomy Support on Students' Intrinsic Motivation in Unfamiliar Situations

Autor/inn/en	Thomas, Almut E.; Mueller, Florian H.
Titel	A Magic Dwells in Each Beginning? Contextual Effects of Autonomy Support on Students' Intrinsic Motivation in Unfamiliar Situations
Quelle	In: Social Psychology of Education: An International Journal, 20 (2017) 4, S.791-805 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-017-9393-y
Schlagwörter	Student Motivation; Student Attitudes; Personal Autonomy; Predictive Validity; Context Effect; Familiarity; Novelty (Stimulus Dimension); Mathematics Instruction; Grade 6; Grade 7; Grade 8; Science Instruction; Foreign Countries; Physics; Chemistry; Austria + Suchen Sie Ihr Suchwort? Schulische Motivation; Schülerverhalten; Individuelle Autonomie; Mathematics lessons; Mathematikunterricht; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Physik; Chemie; Österreich
Abstract	In school classes students influence each other at conscious and subconscious levels and therefore, students' shared perceptions are considered meaningful for the development of the individual student. This article identified situations where students' class-average perceptions of autonomy support add to the predictive validity of students' individual perceptions for their intrinsic motivation (i.e., a contextual effect). Specifically, we compared contextual effects of perceived autonomy support on intrinsic motivation in familiar and unfamiliar situations. Familiar situations were represented by mathematics classes at grades six, seven, and eight, because this subject is taught from grade one on. Because in Austria physics classes usually start only at grade six and chemistry classes usually start at grade eight, these classes were considered unfamiliar situations. We found that students' class-average perceptions of their teachers' autonomy support predicted intrinsic motivation only in unfamiliar situations (i.e., in the first and in the second year after a subject was newly introduced). These findings are discussed regarding their meaning for educational practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01