The DOI matches its Crossref record; 68 of the 68 references it cites were found in a registry or an index.
Daily autonomy supporting or thwarting and students’ motivation and engagement in the high school science classroom.
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. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
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“Similarly, what a PE teacher says and does to support students' autonomy (Haerens et al. 2013) may not be identical to what science teachers do (Patall et al. 2018).”
From Basic psychological need theory: Advancements, critical themes, and future directions (2020) · cites this paper as Patall et al. 2018
In the citing paper
“Day-to-day variations in perceived parental (Van der Kaap-Deeder et al. 2017) and teacher (Patall et al. 2018) need support have similary been related to daily fluctuations in children's wellbeing and engagement.”
From Basic psychological need theory: Advancements, critical themes, and future directions (2020) · cites this paper as Patall et al. 2018
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Metadata
- Authors
- Patall, E. A., Steingut, R. R., Vasquez, A. C., Trimble, S. S., Pituch, K. A., & Freeman, J. L.
- Affiliations
- The University of Texas at Austin (US)
- Venue
- Journal of Educational Psychology
- Published
- 2018-02
- Volume
- 110
- Issue
- 2
- Pages
- 269-288
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2622700099
- Cited by
- 251
- References
- 68
- Citations by year
- 2026: 27 · 2025: 37 · 2024: 37 · 2023: 42 · 2022: 32 · 2021: 26 · 2020: 22 · 2019: 17 · 2018: 10
- FWCI
- 19.20
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Funders
- William T. Grant Foundation (180042)
- 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
- autonomy support, student motivation, student engagement, high school science education, autonomous motivation, controlled motivation, disaffection, teacher practices
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