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Article: Effects of an autonomy-supportive intervention on tutor behaviors in a higher education context

TitleEffects of an autonomy-supportive intervention on tutor behaviors in a higher education context
Authors
KeywordsAutonomy Support
Behavior Change
Intervention
Motivation
Issue Date2010
PublisherElsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tate
Citation
Teaching And Teacher Education, 2010, v. 26 n. 5, p. 1204-1210 How to Cite?
AbstractEmpirical evidence has attested to the benefits of autonomy support in a classroom context, in facilitating students' autonomous motivation, well-being, creativity, engagement, and persistence. However, most interventional research aiming to increase teachers' autonomy-supportive behaviors has been conducted in school and college contexts, with few studies aimed at university tutors. The current study implemented a brief theory-driven autonomy-supportive intervention in university seminars and developed an observational checklist instrument to assess behavior change. Tutors who received brief training in autonomy-supportive teaching techniques showed significant increases from baseline in two important autonomy-supportive behaviors in their classes. Potential implications and suggestions for further development of the intervention are discussed. © 2010 Elsevier Ltd.
Persistent Identifierhttp://hdl.handle.net/10722/161364
ISSN
2015 Impact Factor: 1.823
2015 SCImago Journal Rankings: 1.836
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorMclachlan, Sen_US
dc.contributor.authorHagger, MSen_US
dc.date.accessioned2012-08-24T08:30:54Z-
dc.date.available2012-08-24T08:30:54Z-
dc.date.issued2010en_US
dc.identifier.citationTeaching And Teacher Education, 2010, v. 26 n. 5, p. 1204-1210en_US
dc.identifier.issn0742-051Xen_US
dc.identifier.urihttp://hdl.handle.net/10722/161364-
dc.description.abstractEmpirical evidence has attested to the benefits of autonomy support in a classroom context, in facilitating students' autonomous motivation, well-being, creativity, engagement, and persistence. However, most interventional research aiming to increase teachers' autonomy-supportive behaviors has been conducted in school and college contexts, with few studies aimed at university tutors. The current study implemented a brief theory-driven autonomy-supportive intervention in university seminars and developed an observational checklist instrument to assess behavior change. Tutors who received brief training in autonomy-supportive teaching techniques showed significant increases from baseline in two important autonomy-supportive behaviors in their classes. Potential implications and suggestions for further development of the intervention are discussed. © 2010 Elsevier Ltd.en_US
dc.languageengen_US
dc.publisherElsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tateen_US
dc.relation.ispartofTeaching and Teacher Educationen_US
dc.subjectAutonomy Supporten_US
dc.subjectBehavior Changeen_US
dc.subjectInterventionen_US
dc.subjectMotivationen_US
dc.titleEffects of an autonomy-supportive intervention on tutor behaviors in a higher education contexten_US
dc.typeArticleen_US
dc.identifier.emailHagger, MS:martin.hagger@nottingham.ac.uken_US
dc.identifier.authorityHagger, MS=rp01644en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1016/j.tate.2010.01.006en_US
dc.identifier.scopuseid_2-s2.0-77952543190en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77952543190&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume26en_US
dc.identifier.issue5en_US
dc.identifier.spage1204en_US
dc.identifier.epage1210en_US
dc.identifier.isiWOS:000278451400012-
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridMcLachlan, S=35520125600en_US
dc.identifier.scopusauthoridHagger, MS=6602134841en_US
dc.identifier.citeulike6757578-

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