Cited by 251Motivation and Self-Concept in SportsEducation, Achievement, and GiftednessInnovative Teaching and Learning Methods

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Daily autonomy supporting or thwarting and students’ motivation and engagement in the high school science classroom.

Patall, Erika A., Steingut, Rebecca R., Vasquez, Ariana C., Trimble, Scott S., Pituch, Keenan A., Freeman, Jen L.·2018·Journal of Educational Psychology

DOI 10.1037/edu0000214

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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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See all 251

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)
ORCID: Patall, Erika A.
Steingut, Rebecca R.
Vasquez, Ariana C.
Pituch, Keenan A.
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 2018-02
Volume: 110
Issue: 2
Pages: 269-288
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/edu0000214
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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Daily autonomy supporting or thwarting and students’ motivation and engagement in the high school science classroom.

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