Build autonomy-supportive learning contexts through perspective-taking, choice, self-initiation, and non-controlling language¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that higher education settings foster autonomy support through concrete practices drawn from SDT research. It states that "autonomy supportive learning contexts had four main components: considering student perspective, providing choice, encouraging self-initiation, and minimizing the use of controlling language and events". It further lists ways to foster autonomy support, including intrinsic goal framing, offering encouragement, allowing students to select their own method of work, providing space and time for decisions, and avoiding controlling questions and statements.

Design Implications¶

Context¶

Requirements¶

• Institutional cultures must place value on intrinsic forms of motivation and scrutinize programs that restrict choice or limit experienced autonomy

Constraints¶

• The article notes supporting autonomy should not be confused with a lack of structure; programs should include real, meaningful choices connected to assessed competencies

Target Learners¶

• college students
• first-year students
• students on academic probation or suspension

Target Learning Goals¶

• intrinsic motivation
• student retention
• conceptual learning

Affordances¶

• Sdt Three Basic Needs Intrinsic Motivation

Related Strategies¶

• Autonomy-supportive ESP teaching strategies to foster motivation
• Listen to the Voices of Students

Examples¶

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Key Sources¶

• Zak-Moskal, A. D., & Garrison, M. J. (2020). Can Self-determination Theory be Used to Increase College Student Retention?. The New York Journal of Student Affairs, 20(1). https://commons.library.stonybrook.edu/nyjsa/vol20/iss1/4