What teachers say and do to support students' autonomy during a learning activity.

Reeve, Johnmarshall; Jang, Hyungshim

doi:10.1037/0022-0663.98.1.209

Cited by 1,583Motivation and Self-Concept in SportsEducation, Achievement, and GiftednessInnovative Teaching and Learning Methods

What teachers say and do to support students' autonomy during a learning activity.

Reeve, Johnmarshall, Jang, Hyungshim·2006·Journal of Educational Psychology

DOI 10.1037/0022-0663.98.1.209

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Abstract

Teachers with an autonomy-supportive style rely on different instructional behaviors to motivate their students than do teachers with a controlling style. In the present investigation, the authors tested which of these instructional behaviors actually correlated positively or negatively with students ’ autonomy. The authors used Deci, Spiegel, Ryan, Koestner, & Kauffman’s (1982) teacher–student laboratory paradigm to randomly assign 72 pairs of same-sex preservice teachers into the role of either teacher or student. From videotapes of the 10-min instructional episode, raters scored 11 hypothesized autonomy-supportive behaviors and 10 hypoth-esized controlling behaviors. Correlational analyses confirmed that students perceived the functional signif-icance of 8 instructional behaviors as autonomy supports and 6 instructional behaviors as autonomy thwarts. The discussion focuses on the interpretation and classroom implications of these data.

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Autonomy-supportive behaviors promote students' volitional functioning and encourage self-determination, making them feel competent and connected, catering to all three psychological needs.
“Autonomy-supportive behaviors promote students’ volitional functioning (Carpentier & Mageau, 2019; Reeve & Jang, 2006): these are empathy, providing information, and supporting active participation.”
From Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations (2022) · cites this paper as Reeve & Jang, 2006

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Background
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Authors: Reeve, J., & Jang, H.
Affiliations: University of Iowa (US)
University of Wisconsin–Milwaukee (US)
ORCID: Reeve, Johnmarshall
Jang, Hyungshim
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 2006-02
Volume: 98
Issue: 1
Pages: 209-218
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/0022-0663.98.1.209
OpenAlex: W2090736430
Cited by: 1,583
References: 9
Citations by year: 2026: 75 · 2025: 80 · 2024: 93 · 2023: 175 · 2022: 89 · 2021: 107 · 2020: 154 · 2019: 109 · 2018: 94 · 2017: 85 · 2016: 88 · 2015: 95 · 2014: 76 · 2013: 52 · 2012: 58
FWCI: 28.98
Type: journal article
Language: en
Open access: closed
Locations: Journal of Educational Psychology (publishedVersion)
Topics: Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords: autonomy support, teacher-student relationship, instructional behavior, student independence, intrinsic motivation, pre-service teachers

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What teachers say and do to support students' autonomy during a learning activity.

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