Enhancing Students' Engagement by Increasing Teachers' Autonomy Support

Reeve, Johnmarshall; Jang, Hyungshim; Carrell, Dan; Jeon, Soohyun; Barch, Jon

doi:10.1023/b:moem.0000032312.95499.6f

Cited by 1,594Motivation and Self-Concept in SportsEducation, Achievement, and GiftednessInnovative Teaching and Learning Methods

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Enhancing Students' Engagement by Increasing Teachers' Autonomy Support

Reeve, Johnmarshall, Jang, Hyungshim, Carrell, Dan, Jeon, Soohyun, Barch, Jon·2004·Motivation and Emotion

DOI 10.1023/b:moem.0000032312.95499.6f

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Autonomy-supportive teachers are able to take the perspective of their students, provide a rationale for what they are doing, create meaningful connections, use language that is not strict or controlling, and demonstrate emotional support or involvement.
“These teachers are able to take the perspective of their students, provide a rationale for what they are doing, create meaningful connections, use language that is not strict or controlling, and demonstrate emotional support or involvement (e.g., displaying care, empathy, friendliness, understanding, dedication, and dependability) [60, 66–69].”
From Framework for the design and delivery of organized physical activity sessions for children and adolescents: rationale and description of the ‘SAAFE’ teaching principles (2017) · cites this paper as [66]
Practitioners who are facilitative rather than controlling are perceived as being autonomy-supportive by students.
“Practitioners who are facilitative (rather than controlling) are perceived as being autonomy-supportive by students [66].”
From Framework for the design and delivery of organized physical activity sessions for children and adolescents: rationale and description of the ‘SAAFE’ teaching principles (2017) · cites this paper as [66]
In a controlling environment, teachers may be perceived as emotionally closed, and exhibit behaviors that interfere with or bypass students' inner motives, and may try to build extrinsic motivation by offering incentives or threatening consequences, using authoritarian language or neglecting students who demonstrate negative affect.
“In a controlling environment, teachers may be perceived as emotionally closed, and exhibit behaviors that interfere with or bypass students’ inner motives (in an attempt to control what students should think, feel, and do).”
From Framework for the design and delivery of organized physical activity sessions for children and adolescents: rationale and description of the ‘SAAFE’ teaching principles (2017) · cites this paper as [66]
An unsupportive or controlling physical activity environment undermines positive functioning because it elicits feelings of pressure, judgement, and threat among students.
“An unsupportive or controlling physical activity environment undermines positive functioning because it elicits feelings of pressure, judgement, and threat among students [63, 66, 73].”
From Framework for the design and delivery of organized physical activity sessions for children and adolescents: rationale and description of the ‘SAAFE’ teaching principles (2017) · cites this paper as [66]
The willingness to play a particular game may vary in the autonomy afforded within the game, such as the degree of choice one has over the sequence of tasks or actions undertaken.
“The willingness to play a particular game may vary in the autonomy afforded within the game, such as the degree of choice one has over the sequence of tasks or actions undertaken [89].”
From Extracting Design Guidelines for Augmented Reality Serious Games for Children (2022) · cites this paper as [89]

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Authors: Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J.
Affiliations: University of Iowa (US)
University of Wisconsin–Milwaukee (US)
American College Testing (US)
Corresponding author: Reeve, Johnmarshall
ORCID: Reeve, Johnmarshall
Jang, Hyungshim
Jeon, Soohyun
Venue: Motivation and Emotion
Publisher: Springer Science and Business Media LLC
Published: 2004-06
Volume: 28
Issue: 2
Pages: 147-169
ISSN: 0146-7239 (ISSN-L)
1573-6644
DOI: 10.1023/b:moem.0000032312.95499.6f
OpenAlex: W2052660601
Cited by: 1,594
References: 45
Citations by year: 2026: 54 · 2025: 79 · 2024: 97 · 2023: 168 · 2022: 95 · 2021: 95 · 2020: 150 · 2019: 84 · 2018: 76 · 2017: 97 · 2016: 100 · 2015: 133 · 2014: 81 · 2013: 73 · 2012: 62
FWCI: 13.94
Type: journal article
Language: en
Open access: closed
Licence: www.springernature.com/gp/researchers/text-and-data-mining (tdm)
www.springernature.com/gp/researchers/text-and-data-mining (vor)
Locations: Motivation and Emotion (publishedVersion)
Topics: Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords: student engagement, teacher autonomy support, self-determination theory, task involvement, influence attempts, teacher professional development

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Enhancing Students' Engagement by Increasing Teachers' Autonomy Support

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