ERIC Number: EJ1254955
Record Type: Journal
Publication Date: 2020-Apr
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0157-244X
EISSN: N/A
The Effects of an Autonomy-Supportive Teaching Intervention on Chinese Physics Students and Their Teacher
Zhang, Danhui; Bobis, Janette; Wu, Xiaolu; Cui, Yiran
Research in Science Education, v50 n2 p645-671 Apr 2020
Increasing student exposure to autonomy-supportive teaching approaches has been linked to enhanced student intrinsic motivation to learn. However, such approaches are rare in mainland Chinese science classrooms. An intervention-based study with quasi-experimental design and mixed methods was conducted to explore the impact of a 9-month-long autonomy-supportive teaching intervention on a physics teacher and 147 grade 8 students attending a middle school in China. Data collected through questionnaires, interviews, and observations were analyzed to elicit and track shifts in teacher practices and students' perceptions of learning physics at pre-, post-, and follow-up intervention phases. General linear modeling confirmed significant changes in students' perceptions of their learning environment over time in terms autonomy, satisfaction of autonomy needs, and agentic engagement. Interview and observational data analyses confirmed increased use of autonomy-supportive teaching behaviors and provided further insights into teacher and students' perceptions of the impact on student learning.
Descriptors: Personal Autonomy, Teaching Methods, Student Motivation, Science Instruction, Intervention, Physics, Grade 8, Middle School Students, Middle School Teachers, Student Attitudes, Student Satisfaction, Learner Engagement, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A