What teachers say and do to support students' autonomy during a learning activity
What teachers say and do to support students' autonomy during a learning activity
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DOI：
10.1037/0022-0663.98.1.209
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发表时间：
2006-02-01
影响因子：
4.9
通讯作者：
Jang, HS
中科院分区：
文献类型：
--
作者：
Reeve, J;Jang, HS
与控制型教师相比，自主支持型教师依靠不同的教学行为来激励学生。在本研究中，作者测试了这些教学行为中哪些与学生的自主性呈正相关或负相关。作者采用Deci， Spiegel, Ryan, Koestner, & Kauffman（1982）的师生实验室范式，将72对同性职前教师随机分配为教师或学生。从10分钟教学片段的录像带中，评分者对11种假设的自主支持行为和10种假设的控制行为进行评分。相关分析证实，学生认为自主支持的8种教学行为和自主阻碍的6种教学行为具有功能显著性。讨论的重点是这些数据的解释和课堂意义。
Teachers with an autonomy-supportive style rely on different instructional behaviors to motivate their students than do teachers with a controlling style. In the present investigation, the authors tested which of these instructional behaviors actually correlated positively or negatively with students' autonomy. The authors used Deci, Spiegel, Ryan, Koestner, & Kauffman's (1982) teacher-student laboratory paradigm to randomly assign 72 pairs of same-sex preservice teachers into the role of either teacher or student. From videotapes of the 10-min instructional episode, raters scored 11 hypothesized autonomy-supportive behaviors and 10 hypothesized controlling behaviors. Correlational analyses confirmed that students perceived the functional significance of 8 instructional behaviors as autonomy supports and 6 instructional behaviors as autonomy thwarts. The discussion focuses on the interpretation and classroom implications of these data.