Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students
Abstract
:1. Introduction
1.1. Importance of the Teacher’s Motivating Interpersonal Style
1.2. Teacher’s Motivating Interpersonal Style and Student Involvement
1.3. The Present Study
2. Materials and Methods
2.1. Participants
2.2. Measurements
2.3. Process
2.4. Statistical Analysis
3. Results
3.1. Quantitative Analysis
3.2. Qualitative Analysis
3.2.1. Student Interviews
3.2.2. Teachers Interview
3.2.3. Analysis of the Videos
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Moment 1 | Moment 2 | Moment 3 | ||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|
Interv. group | Control Group | Interv. group | Control Group | Interv. group | Control Group | |||||||
Freq. | % | Freq. | % | Freq. | % | Freq. | % | Freq. | % | Freq. | % | |
Autonomy suport | 240 | 80% | 48 | 16% | 245 | 81% | 45 | 15% | 255 | 85% | 36 | 12% |
Controller style | 60 | 20% | 225 | 75% | 55 | 19% | 230 | 77% | 45 | 15% | 237 | 79% |
Neutral style | 0 | 0% | 27 | 9% | 0 | 0% | 25 | 8% | 0 | 0% | 27 | 9% |
Total | 300 | 100% | 300 | 100% | 300 | 100% | 300 | 100% | 300 | 100% | 300 | 100% |
Intervention Group (n = 113) | Control Group (n = 107) | ||||
---|---|---|---|---|---|
M | DT | M | DT | ||
Autonomy | Pre | 3.84 | 0.76 | 3.95 | 0.72 |
Post | 4.28 ** | 0.63 | 3.41 ** | 0.85 | |
Competence | Pre | 4.30 | 0.59 | 4.55 | 0.46 |
Post | 4.60 ** | 0.57 | 4.48 | 0.50 | |
Relationship with others | Pre | 4.05 | 0.67 | 4.32 | 0.70 |
Post | 4.49 ** | 0.64 | 4.36 | 0.67 | |
Autonomous motivation | Pre | 5.42 | 0.77 | 6.32 | 0.63 |
Post | 5.86 ** | 0.74 | 5.48 ** | 0.73 | |
Controlling motivation | Pre | 4.51 | 0.83 | 4.22 | 0.77 |
Post | 3.68 ** | 108 | 3.72 ** | 0.68 | |
Involvement | Pre | 5.50 | 1.00 | 6.09 | 0.78 |
Post | 5.92 ** | 0.88 | 5.44 ** | 0.80 |
Categories | Subcategories | Codes |
---|---|---|
Teacher | Autonomy support style | Controller |
Autonomy support | ||
Both styles | ||
Goals | Autonomy | I can make decisions during classes |
I can make proposals during classes | ||
Competence | I have received guidance from the teacher | |
I have been able to understand the issues | ||
Homework is affordable | ||
Relationship with others | When I do work with my colleagues I learn more | |
High self-determination motivation | Maintaining a high involvement | |
Effects | Psychological well-being | I feel good in my classes and I feel like I am learning |
I like my career and I want to move on |
Categories | Subcategories | Codes |
---|---|---|
Teacher | Role in the classroom centered on Supporting Autonomy | Controller |
Autonomy support | ||
Both styles | ||
Goals | Autonomy | Decision-making during classes |
Proposals during classes | ||
Competence | Orientations to students | |
Facilitation of understanding of topics | ||
Approach affordable tasks | ||
Relationship with others | Facilitation of teamwork for greater understanding | |
Motivation | Promote high engagement | |
Effects | Satisfaction | Promote well-being in classes for greater learning |
Promote appropriation by career and permanence |
Context Description | Autonomous Strategy |
---|---|
During the class, when the teacher proposes a teaching–learning situation … | Ask the student about their preferences in relation to a task. |
In the development of the class, the teacher when set the tasks … | Offers the possibility of choice to the student (groups, materials and spaces). |
In the approach of the tasks, on the taking of student decisions about their intervention, the teacher … | Let the student take the initiative (gives the initiative). |
The teacher, on the possibility of consolidation, expansion or reinforcement of objectives pursued with homework … | Offers possibilities for experimentation (individualizes the teaching). |
The teacher, when organizing tasks, manifests expectations towards the group so that … | Assigns responsibility by stating its positive expectations and confidence that It will come out well. |
Regarding the information that the teacher gives the students before starting a task … | When starting the task, explain and relates it to Class objectives. |
Before starting the practice, the teacher, on the possibility to locate that task within the class structure … | Locate the task within the class structure (organization). |
The teacher offers arguments about the social transfer that has the realization of a activity … | Explain the usefulness of homework. |
The teacher, when he needs to illustrate before starting, class … | He relies on students as positive role models to demonstrate. |
When a task is presented, on the possibility of guiding on personal improvement with criteria for the student, the teacher … | Does so by offering guidelines and orientations to regulate personal progress and makes the criteria for improvement known in advance. |
The teacher during the execution of the activities … | Adapt directions based on student progress. |
When the teacher needs to illustrate the tasks once they have started … | Use role models through students. |
On whether the teacher participates in the explanations of the tasks … | When necessary, share the demonstrations with the students. |
On the variants that the teacher can offer during the development of a task … | Remember the different variants for the same task. |
During the performance of the tasks, the teacher … | Offers both verbal and non-verbal positive reinforcement. Encourage students to persevere. |
The teacher, during the development of the activities, … | Offers informative and/or positive feedback during the execution of tasks |
The teacher usually raises the activities in such a way that … | Offers a graduation of the difficulty of the tasks according to the level of the students. |
During the activities, the teacher … | Proposes flexible groupings according to the development of the tasks. |
During the development of the session, the teacher … | Addresses students with education and on an individual basis. |
When students talk to the teacher, the teacher … | Uses empathetic language. |
The teacher during the development of the class … | He approaches the students to attend to them. |
The teacher when interacting in class … | He is enthusiastic. |
The teacher during the development of the class … | Gives confidence to the students. |
The teacher during the development of the class … | Behaves as a positive role model for students. |
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Lozano-Jiménez, J.E.; Huéscar, E.; Moreno-Murcia, J.A. Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students. Sustainability 2021, 13, 5006. https://doi.org/10.3390/su13095006
Lozano-Jiménez JE, Huéscar E, Moreno-Murcia JA. Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students. Sustainability. 2021; 13(9):5006. https://doi.org/10.3390/su13095006
Chicago/Turabian StyleLozano-Jiménez, José Eduardo, Elisa Huéscar, and Juan Antonio Moreno-Murcia. 2021. "Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students" Sustainability 13, no. 9: 5006. https://doi.org/10.3390/su13095006