The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
How K-12 teachers can put self-determination theory principles into practice
Abstract
We discuss how K-12 teachers can put motivational principles from self-determination theory into practice. To explain the `how to' of autonomy-supportive teaching, we answer eight frequently asked questions from teachers: What is the goal of autonomy-supportive teaching? How is autonomy-supportive teaching unique? Does autonomy support mean permissiveness? How would I encourage students' initial engagement in learning activities? How could I help students maintain their engagement? What would I say/How might I talk? How would I solve motivational and behavioral problems? How do I know if I provided instruction in an autonomy-supportive way? To answer these questions, we recommend the following classroom practices: take the students' perspective, display patience to allow time for learning, nurture inner motivational resources, provide explanatory rationales, rely on noncontrolling language, and acknowledge and accept expressions of negative effect.
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Cites
Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.87.2.246 · Cited by 1,762
REEVE, J. (2009) · Educational Psychologist · doi:10.1080/00461520903028990 · Cited by 1,728
Self-citationEnhancing Students' Engagement by Increasing Teachers' Autonomy Support
Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004) · Motivation and Emotion · doi:10.1023/b:moem.0000032312.95499.6f · Cited by 1,594
Self-citationCordova, D. I., & Lepper, M. R. (1996) · Journal of Educational Psychology · doi:10.1037/0022-0663.88.4.715 · Cited by 1,568
Koestner, R., Ryan, R. M., Bernieri, F., & Holt, K. (1984) · Journal of Personality · doi:10.1111/j.1467-6494.1984.tb00879.x · Cited by 669 · cited 2×
“Doing so facilitates students’ appreciation, understanding, and internalization for why the otherwise uninteresting activity is actually a personally useful thing to do (Assor et al., 2002; Husman and Lens, 1999; Jang, 2008; Koestner et al., 1984; Reeve et al., 2002; Vansteenkiste et al., 2006).”
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Cited by
REEVE, J. (2009) · Educational Psychologist · doi:10.1080/00461520903028990 · Cited by 1,728
Self-citationA Self-determination Theory Perspective on Student Engagement
Reeve, J. (2012) · Handbook of Research on Student Engagement · doi:10.1007/978-1-4614-2018-7_7 · Cited by 1,650
Self-citationCheon, S. H., Reeve, J., & Moon, I. S. (2012) · Journal of Sport and Exercise Psychology · doi:10.1123/jsep.34.3.365 · Cited by 492
Self-citationA Framework for Designing Scaffolds That Improve Motivation and Cognition
Belland, B. R., Kim, C., & Hannafin, M. J. (2013) · Educational Psychologist · doi:10.1080/00461520.2013.838920 · Cited by 306
Ryan, R. M., Deci, E. L., & Vansteenkiste, M. (2016) · Developmental Psychopathology · doi:10.1002/9781119125556.devpsy109 · Cited by 299
Metadata
- Authors
- Reeve, J., & Halusic, M.
- Venue
- Theory and Research in Education
- Publisher
- SAGE Publications
- Published
- 2009-06-25
- Volume
- 7
- Issue
- 2
- Pages
- 145-154
- ISSN
- 1477-8785 (ISSN-L)
- 1741-3192
- OpenAlex
- W2019120825
- Cited by
- 265
- References
- 5
- FWCI
- 10.53
- Type
- journal article
- Language
- en
- Open access
- closed
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