NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ967700
Record Type: Journal
Publication Date: 2012
Pages: 33
Abstractor: As Provided
Reference Count: 66
ISSN: ISSN-0022-0973
Effects of Autonomy-Supportive Teaching on Student Learning and Motivation
Furtak, Erin Marie; Kunter, Mareike
Journal of Experimental Education, v80 n3 p284-316 2012
Although autonomy-supportive teaching has been linked with increased student performance, this contention has not yet been explored in an experimental study. This article presents a small, pre/post control group experimental study evaluating the effect of procedural and cognitive autonomy-supportive teaching on student learning and motivation during a 7th-grade reform-based science lesson on motion. In a 2 x 2 factorial design, the 4 treatment conditions featured high and low levels of procedural and cognitive autonomy support. As hypothesized, there was no effect of procedural autonomy support. However, to the authors' surprise--and in contrast with their hypotheses--students in the low cognitive autonomy-supportive conditions learned significantly more, perceived significantly more choice, and rated instruction as more positive than did students in the high cognitive autonomy-supportive conditions. Results are framed in the context of achieving reform in science teaching. (Contains 11 tables and 4 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany