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Fostering student motivation and engagement through teacher autonomy support: A self-determination theory perspective
Citation
Siacor, K. H., Ng, B., & Liu, W. C. (2024). Fostering student motivation and engagement through teacher autonomy support: A self-determination theory perspective. International Journal of Instruction, 17(2), 583-598. http://www.e-iji.net/dosyalar/iji_2024_2_32.pdf
Abstract
In this study, we qualitatively explore how teachers perceive the usefulness of teacher autonomy support in fostering student motivation and engagement. Seven science and mathematics teachers from Singapore secondary schools were gathered for semi-structured interviews after implementing teacher autonomy support in their respective classrooms. Thematic analysis was used to analyse the interview data using the concepts pre-conceived from literature. The findings herein suggest that teachers perceived the usefulness of teacher autonomy support on student psychological needs satisfaction, and ultimately motivation and engagement (behavioural, emotional, cognitive). The findings have two implications: (1) teachers internalise the value of autonomy support in student motivation and engagement and (2) teachers perceive each autonomy-supportive strategy in a distinct manner, in terms of its contribution to dimensions of student engagement. It is then recommended for future teacher autonomy support workshop not only to teach the strategies, but also to highlight each strategy’s usefulness in different student and classroom situations.
Publisher
International Journal of Instruction
Journal
International Journal of Instruction
Project
OER 12/19 LWC
Funding Agency
Ministry of Education, Singapore