The impact of motivation and teachers' autonomy support on children's executive functions.

Autor/inn/en	Sosic-Vasic, Zrinka; Keis, Oliver; Lau, Maren; Spitzer, Manfred; Streb, Judith
Titel	The impact of motivation and teachers' autonomy support on children's executive functions. Gefälligkeitsübersetzung: Einfluss der Motivation und Autonomieunterstützung durch Lehrkräfte auf Exekutivfunktionen von Kindern.
Quelle	In: Frontiers in psychology, (2015) 6, 12 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1664-1078
DOI	10.3389/fpsyg.2015.00146
Schlagwörter	Einstellung (Psychologie); Exekutive Funktion; Selbstregulation; Lehrer; Lehrer-Schüler-Interaktion; Leistungsmotivation; Lernmotivation
Abstract	Investigated the interplay of executive functions, motivation, and teacher's autonomy support in a school context. In a cross-sectional study design, 208 students (aged 8-14 years) from different school types completed a standardized motivation questionnaire, the Academic Self-Regulation Questionnaire (SRQ-A) and processed two executive function tasks, the dots task and the Eriksen flanker task. 150 teachers (aged 23-63 years) instructing these children were asked about their autonomy-supporting behavior by a standardized test, the Problems in Schools Questionnaire (PIS). Multilevel analyses assessed the effects of the student's motivation and their teachers' autonomy support on student's executive functions. Results showed considerable relationships between these variables. High executive-function capacities came along with teacher's autonomy support and student's intrinsic motivation styles, whereas low executive-function capacities were related to external regulation styles. The results indicate the importance of autonomy support in school instruction and disclose the need to popularize the self-regulation approach. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3