Daily Autonomy Supporting or Thwarting and Students' Motivation and Engagement in the High School Science Classroom

Autor/inn/en	Patall, Erika A.; Steingut, Rebecca R.; Vasquez, Ariana C.; Trimble, Scott S.; Pituch, Keenan A.; Freeman, Jen L.
Titel	Daily Autonomy Supporting or Thwarting and Students' Motivation and Engagement in the High School Science Classroom
Quelle	In: Journal of Educational Psychology, 110 (2018) 2, S.269-288 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000214
Schlagwörter	Student Motivation; Learner Engagement; Secondary School Science; Science Instruction; High School Students; Student Attitudes; Secondary School Teachers; Science Teachers; Personal Autonomy; Teaching Methods; Diaries; Predictor Variables; Questionnaires; Factor Analysis; Regression (Statistics); Statistical Analysis + Suchen Sie Ihr Suchwort? Schulische Motivation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Individuelle Autonomie; Teaching method; Lehrmethode; Unterrichtsmethode; Diary; Tagebuch; Prädiktor; Fragebogen; Faktorenanalyse; Regression; Regressionsanalyse; Statistische Analyse
Abstract	This diary study provided the first classroom-based empirical test of the relations between student perceptions of high school science teachers' various autonomy supporting and thwarting practices and students' motivation and engagement on a daily basis over the course of an instructional unit. Perceived autonomy supporting practices were hypothesized to predict autonomous motivation and engagement outcomes, while perceived autonomy thwarting practices were hypothesized to predict controlled motivation and disaffection outcomes. In line with this prediction, multilevel modeling results based on regular reports of 208 high school students in 41 science classes across 6 weeks suggested that 4 perceived daily supports (choice provision, consideration for student preferences and interests, rationales for importance, and question opportunities) and 1 daily thwart (use of uninteresting activities) predicted changes in daily autonomous motivation and engagement. In contrast, changes in students' daily controlled motivation and disaffection were predicted primarily by 3 perceived daily thwarts (controlling messages, suppression of student perspectives, and use of uninteresting activities). Results also suggested that practices interacted such that the perception of thwarts generally bolstered desirable daily relationships between perceived supports and students' motivation and the perception of supports generally mitigated undesirable daily relationships between thwarts and motivation. Supplemental exploratory results suggested that the effects of choice and suppression of student perspectives may be heterogeneous and depend on the outcome and/or the presence of other practices. Implications of the findings are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01