Peer reviewed
Direct linkERIC Number: EJ1154413
Record Type: Journal
Publication Date: 2017
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0737-0008
EISSN: N/A
Available Date: N/A
Supporting and Thwarting Autonomy in the High School Science Classroom
Patall, Erika A.; Vasquez, Ariana C.; Steingut, Rebecca R.; Trimble, Scott S.; Pituch, Keenan A.
Cognition and Instruction, v35 n4 p337-362 2017
This investigation examined relations between adolescent students' daily and cumulative perceptions of teachers' practice and their experience of autonomy. Two-hundred and eighteen high school science students in 43 classes participated in a 6-week diary study. Multilevel modeling results suggested that perceptions of 8 out of 9 practices predicted a change in students' daily autonomy. Results also revealed that autonomy-relevant practices interacted with time, each other, and characteristics of students and classrooms. Implications are discussed.
Descriptors: High School Students, Student Attitudes, Personal Autonomy, Science Instruction, Teaching Methods, Teacher Student Relationship, Diaries, Prediction, Hierarchical Linear Modeling, Psychological Needs, Science Teachers, Self Determination, Rating Scales, Factor Analysis, Educational Change, Secondary School Science, Student Surveys, Regression (Statistics), Statistical Analysis
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A
