Advances in AutonomySupportive Teaching Advances in EducationBased SDT

Advances in Autonomy-Supportive Teaching: Advances in Education-Based SDT Research since the Rochester 2013 Conference Johnmarshall Reeve Korea University

1. What Precisely Is Autonomy Support?

1. What Precisely Is Autonomy Support? For years, autonomy support has been conceptually defined by a list of instructional behaviors, such as: • Encourage initiative • Rely on informational language • Acknowledge negative feelings

1. What Precisely Is Autonomy Support? For years, autonomy support has been conceptually defined by a list of instructional behaviors, such as: • Encourage initiative • Rely on informational language • Acknowledge negative feelings That’s fine for an operational definition of autonomy-supportive teaching. But it won’t do for a conceptual definition. So, what is it that brings all these various acts of instruction together into a coherent autonomy-supportive motivating style?

Autonomy Support Conceptual Definition Autonomy support is: • (a) the interpersonal effort to provide a teacherstudent relationship and a classroom environment that appreciates and supports students’ need for autonomy, and • (b) an interpersonal tone of understanding that is highly respectful of the student’s perspective and initiatives and implicitly communicates, “I am your ally; I am here to support you and your strivings. ” Source: Reeve, J. (2015). Autonomy-supportive teaching: What it is, how to do it. In J. C. K. Wang, W. C. Liu, and R. M. Ryan’s (Eds. ), Building autonomous learners: Perspectives from research and practice using self-determination theory (Chpt 5, pp. 129 -152). New York: Springer.

The Interpersonal Tone that Becomes the Teacher’s Motivating Style Autonomy Support Teacher Control Tone: UNDERSTANDING Tone: PRESSURE “I am your ally. I am here to support you and your strivings. ” “I am your boss. I am here to socialize and to change you. ” Perspective Taking Acknowledge Feelings Support Display Initiatives Patience Vitalize IMRs Informational Language Prescriptives Introduce Extrinsic Motivators Display Impatience Counter/Change Feelings Pressuring Language

2. Is Teacher Control the Opposite of Autonomy Support?

2. Is Teacher Control the Opposite of Autonomy Support? Conceptually, yes, teacher control is the opposite of autonomy support. But all of these findings have emerged: • When we help teachers become less controlling, they still don’t yet know how to become more autonomy supportive. • When assessed as a semester-long motivating style, autonomy support and teacher control correlate r = -. 70. But when assessed as momentto-moment instructional behaviors, autonomy support and teacher control indicators correlate only r = -. 30. • Measuring autonomy support and teacher control with two separate unipolar scales tends to predict outcomes better than does using only a single bipolar scale. Conclusion: • The Dual-Process Model There seems to be little cost yet significant benefit from measuring autonomy support and teacher control with two different (unipolar) scales.

Our Operational Definition of Autonomy-Supportive Teaching

Our Operational Definition of Controlling Teaching

Dual-Process Model Autonomy Support Bright Side Processes and Outcomes Teacher Control Dark Side Processes and Outcomes Source: Cheon, S. H. , & Reeve, J. (2015). A classroom-based intervention to help teachers decrease students’ amotivation. Contemporary Educational Psychology, 40, 99 -111.

3. What Are the Antecedents to Autonomy. Supportive Teaching?

3. What Are the Antecedents to Autonomy. Supportive Teaching? • We know the antecedents of teacher control fairly well. Pressures from Above • Responsibility for student outcomes • Accountability for student outcomes • Interpersonal power differential Pressures from Below • However, we only know a few reliable antecedents of autonomy-supportive teaching. • Students’ disengagement • Students’ misbehavior Pressures from Within • Control-oriented personality char. • Control-oriented beliefs • 1. Participation in ASIP (Autonomy-Supportive Intervention Program) • 2. Personality variables (e. g. , ACOS) • 3. Students ask for it (i. e. , agentic engagement).

4. To Learn How to Become Autonomy Supportive (to Develop the Skill that Is Autonomy-Supportive Teaching) It Helps Teachers if They Participate in a 3 -Part ASIP

4. To Learn How to Become Autonomy Supportive (to Develop the Skill that Is Autonomy-Supportive Teaching) It Helps Teachers if They Participate in a 3 -Part ASIP Procedural Timeline for the 3 -Part autonomy-supportive teacher training program and the four waves of data collection. Source: Cheon, S. H. , & Reeve, J. (2015). A classroom-based intervention to help teachers decrease students’ amotivation. Contemporary Educational Psychology, 40, 99 -111.

Another ASIP that Combines the Delivery of Parts 1 and 2 on the Same Day Source: Cheon, S. H. , & Reeve, J. , & Song, Y. -G. (2016). A teacher-focused intervention to decrease PE students’ amotivation by increasing need satisfaction and decreasing need frustration. Journal of Sport and Exercise Psychology.

The Guidelines for What Makes for a Highly-Effective ASIP (Published in 2011) Still Ring True Today Source: Su, Y. , & Reeve, J. (2011). A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational Psychology Review, 23, 159 -188.

5. Essentially, What Do Teachers Learn During ASIP?

5. Essentially, What Do Teachers Learn During ASIP? What Teachers Are Taught during ASIP • Part 1: What autonomy support is. Autonomy Support is effective. Teacher control is ineffective and fraught with side effects. • Part 2: Autonomy support is easy to do—once you know how to do it. So, here is how to enact specific autonomy-supportive instructional behaviors. • Part 3: Integrate the various autonomy-supportive acts of instruction into an overall, coherent motivating style that solves important classroom concerns. What Teachers Learn during ASIP • Instructional Skill #1: How to vitalize intrinsic motivation during instruction. How to provide instruction in ways that affords students frequent and recurring opportunities to experience psychological need satisfaction. • Instructional Skill #2: How to promote identified regulation during instruction. Essentially, how to motivate and engage students on even relatively uninteresting learning activities, procedures, and requirements.

Illustrative Example of One Autonomy-Supportive Instructional Behavior Acknowledge and Accept Students’ Resistance, Complaining, and Expressions of Negative Affect Source: Reeve, J. (2015). Giving and receiving autonomy support in hierarchical relationships. Social and Personality Psychology Compass, 9(8), 406 -418.

5. Essentially, What Do Teachers Learn During ASIP? Comment/Observation What Teachers Are Taught during ASIP • Most teachers learn rather quickly and rather competently how to dial • Part 1: What autonomy support is. Autonomy Support is effective. down thecontrol interpersonal control skilleffects. #2). Teacher is ineffective and(instructional fraught with side • • The magic happenssupport when they can learnyou howknow to vitalize Part 2: Autonomy is easy to also do—once how to students’ do it. So, psychological during autonomy-supportive instruction (instructional skill #1). here is how to needs enact specific instructional behaviors. • • This capacity the telltale sign of aacts highly-effective, Partlatter 3: Integrate thebecomes various autonomy-supportive of instruction into an overall, coherent motivating style. almost jaw-droppingly good autonomy-supportive teacher. What Teachers Learn during ASIP • Instructional Skill #1: How to vitalize intrinsic motivation during instruction. How to provide instruction in ways that affords students frequent and recurring opportunities to experience psychological need satisfaction. • Instructional Skill #2: How to promote identified regulation during instruction. Essentially, how to motivate and engage students on even relatively uninteresting learning activities, procedures, and requirements.

6. Practically All Teachers Who Participate in ASIP Do Learn How to Become Significantly More Autonomy Supportive

6. Practically All Teachers Who Participate in ASIP Do Learn How to Become Significantly More Autonomy Supportive ASIP Intervention Students’ ratings of their teachers’ perceived autonomy-supportive teaching prior to (T 1) and after (T 2) their teacher’s ASIP experience. Source: Cheon, S. H. , & Reeve, J. (2015). A classroom-based intervention to help teachers decrease students’ amotivation. Contemporary Educational Psychology, 40, 99 -111.

6. Practically All Teachers Who Participate in ASIP Do Learn How to Become Significantly More Autonomy Supportive Few Moderators of this ASIP Main Effect (not grade level, not gender, not subject matter, …) ASIP Intervention One exception to “Everybody benefits from ASIP”: • To benefit from ASIP, you need to participate in ASIP. Some are unwilling to participate in the first place. Students’ ratings of their teachers’ perceived autonomy-supportive teaching prior to (T 1) and after (T 2) their teacher’s ASIP experience. Have we every had an unsuccessful ASIP? Our. S. implementation is 13 -1. intervention to help teachers Source: • Cheon, H. , & Reeve, J. (2015). record A classroom-based decrease students’ amotivation. Contemporary Educational Psychology, 40, 99 -111.

7. Once You Learn How to Become More Autonomy-Supportive, You Don’t Go Back (to Neutral or Controlling)

7. Once You Learn How to Become More Autonomy-Supportive, You Don’t Go Back (to Neutral or Controlling) In one study, we followed-up a group of teachers who had completed ASIP a year earlier. • We asked teachers about their current, 1 year post-ASIP motivating style (AS & TC). • We asked about benefits from autonomy-supportive teaching (own need satisfaction). • We asked their students about their teachers’ current motivating style (AS & TC). • We asked their students about benefits from AST (e. g. , engagement, skill development). • We asked trained raters to score teachers’ actual, in-class autonomy supportive instructional behs. For every teacher (100% participation rate), all scores were the same or higher 1 year later. Conclusion: The benefits from ASIP endured, and sometimes even grew/accelerated. Source: Cheon, S. H. , & Reeve, J. (2013). Do the benefits from autonomy-supportive PE teacher training programs endure? A one-year follow-up investigation. Psychology of Sport and Exercise, 14, 508 -518.

8. We know ASIP Predicts Students’ Positive Academic, Personal, and Social Functioning, but Does It Predict Bottom-line Outcomes such as Learning and Achievement?

8. We know ASIP Predicts Students’ Positive Academic, Personal, and Social Functioning, but Does It Predict Bottom-line Outcomes such as Learning and Achievement? • Students of Teachers in ASIP Learn More Conceptually Rater-scored conceptual understanding on an unannounced test. Source: Jang, H. , Reeve, J. , & Halusic, M. (2016). A new autonomy-supportive way of teaching that increases conceptual learning: Teaching in students’ preferred ways. Journal of Experimental Education. doi: 10. 1080/00220973. 2015. 1083522 • Athletes of Coaches in ASIP Win More Olympic Medals (Paralympic Games) Athletes of Coaches in ASIP: 27 medal winners 18 non-medal winners Athletes of Coaches not in ASIP: 4 medal winners 15 non-medal winners X 2 (1, N = 64) = 8. 11, p =. 001. Source: Cheon, S. H. , Reeve, J. , Lee, J. , & Lee, Y. (2015). Giving and receiving autonomy support in a high-stakes sport context

9. Teachers Benefit from ASIP Participation at Least as Much as Do Their Students High-Quality Teaching Motivation High Teaching Skill High Teaching Well-Being

9. Teachers Benefit from ASIP Participation at Least as Much as Do Their Students High-Quality Motivation to (and during) Teaching Autonomy Need Satisafaction 7 Competence Need Satisafaction 7 6 5, 92 5, 62 7 6. 00 6 5, 56 5, 16 5 5, 17 5, 05 4, 91 5 4 4 3 3 2 Experimental Control 1 5 4, 75 4, 68 4, 83 Time 2 2 Experimental Time 1 Control 7 6 4, 05 3, 85 3, 97 2 Experimental 5 3, 78 Control 1 Time 2 5, 19 5, 24 5, 06 4 2 Experimental Control Time 3 6. 20 5, 13 5, 77 Time 1 Time 2 Time 3 Harmonious Passion for Teaching 7 6, 41 6, 12 6 5, 18 4, 49 4 3 Time 2 Intrinsic Goal to Develop Teaching Skill 6 4, 24 5, 27 1 Time 3 Controlled Motivation to Teach 5 6, 22 5, 84 3 1 Time 1 7 6 5, 01 Autonomous Motiation to Teach Time 3 5, 43 5, 08 5, 29 5 4 4 3 3 2 Experimental Control 1 5. 40 5, 34 2 Experimental 5, 26 Control 1 Time 2 Time 3 Time 1 Time 2 Time 3 Source: Cheon, S. H. , Reeve, J. , Yu, T. H. , & Jang, H. -R. (2014). The teacher benefits from giving autonomy support during physical education instruction. Journal of Sport and Exercise Psychology, 36, 331 -346.

9. Teachers Benefit from ASIP Participation at Least as Much as Do Their Students High Teaching Skill Teaching Efficacy for Instructional Strategies 10 9 8 7, 41 6, 54 7 6 5, 72 5 5, 67 5, 38 5, 32 4 3 Experimental 2 Control 1 Time 2 Time 3 Teaching Efficacy for Student Engagement 10 9 8 7 6 5 6, 84 7, 34 5, 97 5, 98 5, 73 5, 21 4 3 Experimental 2 Control 1 Time 2 Time 3 Source: Cheon, S. H. , Reeve, J. , Yu, T. H. , & Jang, H. -R. (2014). The teacher benefits from giving autonomy support during physical education instruction. Journal of Sport and Exercise Psychology, 36, 331 -346.

9. Teachers Benefit from ASIP Participation at Least as Much as Do Their Students High Teaching Well-Being Vitality 7 4 7 7 5, 99 6 5 Emotional-Physical Exhaustion Job Satisfaction 5, 21 5 4, 51 4, 46 4. 41 6. 00 6 4, 68 3 4 5, 59 4, 81 4, 82 Experimental Control 1 Time 2 Time 3 2 Control 5 4, 77 4, 98 3 2 Experimental 6 Experimental Control 4 3, 64 3 3, 39 2 3, 74 2, 31 3, 59 1, 95 1 1 Time 2 Time 3 Time 1 Time 2 Time 3 Source: Cheon, S. H. , Reeve, J. , Yu, T. H. , & Jang, H. -R. (2014). The teacher benefits from giving autonomy support during physical education instruction. Journal of Sport and Exercise Psychology, 36, 331 -346.

10. Why Do Teachers Become More Autonomy Supportive during ASIP? (i. e. , Explain Why ASIP Works)

10. Why Do Teachers Become More Autonomy Supportive during ASIP? Bootstrapping Analysis: The bias-corrected confidence interval did not include zero [. 248, 1. 090] for the indirect path from T 2 easy-to-implement belief (confirming mediation) but did include zero [-. 106, . 581] for the indirect path from T 2 effectiveness belief (confirming lack of mediation). Source: Reeve, J. , & Cheon, S. H. (2016). Teachers become more autonomy supportive after they believe it is easy to do. Psychology of Sport and Exercise, 22, 178 -189.

Three Teacher Beliefs That Undergo Conceptual Change during ASIP Effectiveness belief • Autonomy-supportive teaching is effective (vs. ineffective) in that students benefit in terms of motivation, engagement, learning, and achievement when teachers offer high rather than low autonomy support. Easy-to-Implement belief • Autonomy-supportive teaching is easy (vs. difficult) to do during instruction, as teachers see it as a feasible (plausible), time-efficient, and practical (not just idealistic) way to motivate and engage students during instruction. Normative belief • Autonomy-supportive teaching is an accepted, expected, and commonplace way to motivate and engage students among one’s peer teachers at a particular school.

10. Why Do Teachers Become More Autonomy Supportive during ASIP? Longitudinal Gains in Teacher Beliefs about AST • • Effective Easy-to-Do Longitudinal Gains in Teachers’ Own Psychological Need Satisfaction Teacher Participation In ASIP • Decrease in Need Frustration too Longitudinal Gains in Teaching Efficacy • • • Student Engagement Student Learning Classroom Management Longitudinal Gains in Intrinsic Teaching Goals • Decreased Extrinsic Teaching Goals ? Greater Autonomy. Supportive Teaching

11. What Is Easy and Quick to Do Is Generally Ineffective; What Is Effective Is Generally Difficult to Do (Requires Skill)

11. What Is Easy and Quick to Do Is Generally Ineffective; What Is Effective Is Generally Difficult to Do (Requires Skill) What is relatively easy to do (just say a few words): What is relatively difficult to do (acquire and refine teaching skill): • Choices (Options) • Praise (+ Feedback) • Vitalize IMRs (Psych needs) • Acknowledge & Accept Neg Aff • Display Patience

12. How to Assess Autonomy-Supportive Teaching

12. How to Assess Autonomy-Supportive Teaching • Raters (gold standard) • Student perceptions (LCQ, need to improve) • Teacher reports (SIS, Teaching Scenarios, LCQ) • All 3 intercorrelate moderately well.

13. Why Focus So Exclusively on Autonomy Support? Why Not Focus Equally on Structure and Involvement Too? Autonomy Need Satisfaction Autonomy Support Competence Need Satisfaction Relatedness Need Satisfaction Autonomy Support Autonomy Need Satisfaction Structure Competence Need Satisfaction Involvement Relatedness Need Satisfaction Students’ Positive Academic, Social, & Personal Functioning

When It Comes to Helping Teachers Develop an Effective Classroom Motivating Style, We Find It Most Constructive to Simply Offer “Add-on Modules” of Whatever Else Is Important to Teachers Autonomy Support • • • What It Is Its Effective How to Do It Teacher Control • • • What It Is Its Ineffective/Side Effects How to Transform TC into AS Need Satisfaction • Autonomy • Competence • Relatedness Students’ Positive Academic, Social, & Personal Functioning Supplemental “Add on” Module • Structure Supplemental “Add on” Module • Involvement Implication for ASIPs You don’t need a separate CIP or IIP or. . . Instead, Intrinsic Goals, Choice Provision, Guidance, etc. work best as “Add-on modules” to supplement previously-validated ASIPs.

Another ASIP that Combines the Delivery of Parts 1 and 2 on the Same Day Add-on Module Source: Cheon, S. H. , & Reeve, J. , & Song, Y. -G. (2016). A teacher-focused intervention to decrease PE students’ amotivation by increasing need satisfaction and decreasing need frustration. Journal of Sport and Exercise Psychology.

When It Comes to Helping Teachers Develop an Effective Classroom Motivating Style, We Find It Most Constructive to Simply Offer “Add-on Modules” of Whatever Else Is Important to Teachers (based on CET) Quick Explanation When teachers offer students a goal to strive for, a standard of excellence to pursue, an expectation, how-to guidance, modeling, feedback, help/assistance, a strategy to try (elements of classroom structure), … It seems a necessary prerequisite to first: • Take the student’s perspective • Acknowledge negative affect • Provide an explanatory rationale • Etc.

13. Why Focus So Exclusively on Autonomy Support? Why Not Focus Equally on Structure and Involvement Too? Autonomy Need Satisfaction Autonomy Support Competence Need Satisfaction Relatedness Need Satisfaction Autonomy Support Autonomy Need Satisfaction Structure Competence Need Satisfaction Involvement Relatedness Need Satisfaction Need Support Need Satisfaction Need Neglect Need Dissatisfaction Need Thwart Need Frustration Autonomy Support Task Involving Social Support Need Satisfaction; Student Empowerment Students’ Positive Academic, Social, & Personal Functioning

14. Students Affect Teachers as Much as Teachers Affect Students (Teacher – Student Dialectic) Teachers’ Motivating Style: Autonomy Support-Teacher Control Students’ Classroom Engagement-Disengagement Changes in Teachers’ Motivating Style: Autonomy Support-Teacher Control Changes in Students’ Classroom Engagement-Disengagement Source: Reeve, J. , Deci, E. L. , & Ryan, R. M. (2004). Self-determination theory: A dialectical framework for understanding the socio-cultural influences on student motivation. In D. Mc. Inerney & S. Van Etten (Eds. ), Research on sociocultural influences on motivation and learning: Big theories revisited (Vol. 4, pp. 31 -59). Greenwich, CT: Information Age Press.

14. Students Affect Teachers as Much as Teachers Affect Students Source: Jang, H. , Kim, E. -J. , & Reeve, J. (2016). Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. Learning and Instruction, 43, 27 -38.

14. Students Affect Teachers as Much as Teachers Affect Students Source: Matos, L. , Reeve, J. , Herrera, D. , & Claux, M. (2016). Students’ agentic engagement increases teachers’ autonomy support: The squeaky wheel gets the grease.

What We Still Need to Do (before SDT 7)

Conceptualize, Design, Implement, and Evaluate Agentic Engagement Interventions • • What is agentic engagement? What is agentic disengagement? How does agentic engagement develop? What would an effective, student-focused agentic engagement intervention look like? Students’ Agentic Engagement-Disengagement Teachers’ Motivating Style: Autonomy Support-Teacher Control

Investigate the Importance of a Neutral or Need-Neglectful Motivating Style • Autonomy Support for need satisfaction • Autonomy Neglect for need dissatisfaction • Autonomy Thwart for need frustration

Really Learn How to Provide Instruction in Ways that Vitalize Students’ Inner Motivational Resources during Learning Activities Here are our best practices recommendations; Can we offer more comprehensive suggestions? We did it for “take students’ perspective”; so can we do it for “nurture inner motivational resources? Source: Reeve, J. , & Cheon, H. S. (2014). An intervention-based program of research on teachers’ motivating styles. In S. Karabenick & T. Urdan’s (Eds. ) Advances in motivation and achievement: Motivational interventions

Published ASIPs http: //johnmarshallreeve. org • At the above web address, you can find both the PPT slides used in this presentation and PDF files of the published ASIP intervention studies.