Teachers' perceptions of class average self-determination predict their reported use of autonomy support, involvement, and structure¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Teacher perceptions of class average self-determination significantly predicted reported use of autonomy support (ß = .39), involvement (ß = .46), and structure (ß = .07). → Taylor 2007

Evidence¶

Taylor 2007¶

Taylor, I. M., & Ntoumanis, N. (2007). Teacher motivational strategies and student self-determination in physical education. Journal of Educational Psychology, 99, 747-760. https://doi.org/10.1037/0022-0663.99.4.747

q3 · i? · associational · r2

Standard regression analysis at the class level (N = 51 teachers) tested whether class-average perceived student self-determination predicted each reported strategy. The authors report "autonomy support (ß = .39, p < .001), involvement (ß = .46, p < .001), and structure (ß = .07, p < .05)" as significant predictors.

"Teacher perceptions of class average self-determination significantly predicted their reported use of autonomy support (ß = .39, p < .001), involvement (ß = .46, p < .001), and structure (ß = .07, p < .05)."

Discussion¶

Related Claims¶

• Student perceptions of autonomy support, structure, and involvement positively predict student self-determination, mediated by autonomy and competence need satisfaction — related
• Teachers' self-determination mediates the link between perceived class self-determination and reported autonomy support and involvement, but not structure — related
• Teacher and student perceptions of strategy use converge only for involvement; teacher perceptions of student self-determination predict student-reported self-determination — related