Teachers' Autonomy Support, Autonomy Suppression and Conditional Negative Regard as Predictors of Optimal Learning Experience among High-Achieving Bedouin Students

Autor/in	Kaplan, Haya
Titel	Teachers' Autonomy Support, Autonomy Suppression and Conditional Negative Regard as Predictors of Optimal Learning Experience among High-Achieving Bedouin Students
Quelle	In: Social Psychology of Education: An International Journal, 21 (2018) 1, S.223-255 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-017-9405-y
Schlagwörter	Arabs; Minority Group Students; High Achievement; Self Determination; Student Motivation; Collectivism; Professional Autonomy; High School Students; Secondary School Teachers; Questionnaires; Structural Equation Models; Psychological Needs; Satisfaction; Predictor Variables; Learning Experience + Suchen Sie Ihr Suchwort? Arab; Araber; Selbstbestimmung; Schulische Motivation; Berufsfreiheit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fragebogen; Zufriedenheit; Prädiktor; Lernerfahrung
Abstract	The study is based on self-determination theory and focuses on the motivation of high-achieving Bedouin students who belong to a hierarchical-collectivist society. The study focuses on the question: What are the relations between teachers' autonomy support and control and an optimal learning experience among students? The study is unique in its population and in the distinction it draws between two types of teachers' control: autonomy suppression (explicit control), and conditional negative regard, a phenomenon examined for the first time in teachers (implicit psychological control). The study population consisted of 144 students from seven high schools (74% girls) who completed questionnaires at two time-points. Structural equation modeling analysis indicated that perceived need satisfaction was positively predicted by teachers' autonomy support, and negatively predicted by teachers' conditional negative regard, while perception of a teacher as autonomy suppressive contributed directly and negatively to autonomous motivation. In turn psychological need satisfaction positively predicted autonomous motivation in learning that in turn predicted positive emotions and engagement in learning. The hypothesized mediation model has a good fit with the data. The findings have implications concerning the optimal conditions for learning among Bedouin students in general and high-achieving students in particular, and concerning the importance of autonomy-supportive teaching and refraining from control, explicit and implicit alike. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01