The Development of Student Autonomy in Spain over the Last 10 Years: A Review

Autor/inn/en	García Zabaleta, Omar; Pérez-Izaguirre, Elizabeth
Titel	The Development of Student Autonomy in Spain over the Last 10 Years: A Review
Quelle	In: Educational Review, 75 (2023) 7, S.1329-1348 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (García Zabaleta, Omar) ORCID (Pérez-Izaguirre, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2021.1987389
Schlagwörter	Foreign Countries; Personal Autonomy; Literature Reviews; Early Childhood Education; Elementary Secondary Education; Self Determination; Interpersonal Relationship; Self Efficacy; Teaching Methods; Physical Education; Spain + Suchen Sie Ihr Suchwort? Ausland; Individuelle Autonomie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Selbstbestimmung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Körpererziehung; Sportunterricht; Spanien
Abstract	This paper is based on a review of studies focusing on student autonomy in early childhood, primary, and secondary education in Spain published in the last 10 years. Autonomy is defined as the capacity of individuals to act in a self-determined way. Educational institutions play a key role in the development of autonomy through experience, and students demonstrate more autonomy in learning when they are older. The method used in this paper consists of an overview of empirical studies from different databases and the application of three pre-defined filters. A total of 41 studies is analysed and critically assessed in relation to (1) the area of knowledge and level of schooling, (2) the definition of autonomy, (3) the method used, and (4) the elements influencing student autonomy. Results indicate that (1) physical education in secondary education is the most researched area, (2) most studies have defined autonomy and used self-determination theory as a framework for measuring student autonomy, (3) the majority of studies have used quantitative methods and a student sample, and (4) autonomy support provided by teachers positively influences student autonomy. In addition, the results show that intrinsic elements, such as the development of stable individual identity and psychological resources, enhance student autonomy. The paper concludes that future research should be aimed at a more specific conceptualisation of student autonomy to be assessed, measured, and promoted in different international educational environments and areas of knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01