According to self-determination theory (SDT), need-supportive teaching positively influences students’ engagement to learn. Need-supportive teaching involves teachers providing students with structure, autonomy support, and involvement. It enables teachers to support students’ psychological needs to feel competent, autonomous, and related. Supporting students’ needs consequently has a positive ...

DOI 10.1024/1421-0185/a000156 Abstract. Autonomy-supportive and controlling styles of teaching are usually considered to be the opposite ends of a single continuum. An alternative view, however, is that individuals can perceive both styles simultaneously, which suggests that they are different constructs (Bartholomew, Ntoumanis, Ryan, Bosch, & Thøgersen-Ntoumani, 2011). Using cluster analysis, ...

OBJECTIVES: Autonomy support is a component of the motivational climate in youth sport that may promote youth's internalization of behaviors and attitudes. This study examined the psychometric properties of the Autonomy-Supportive Coaching Questionnaire (ASCQ), a measure of two forms of autonomy-supportive coaching perceived by young athletes. DESIGN: The study design was non-experimental. METH...

Utilizing the concept of autonomy-supportive from Self-Determination Theory (Deci & Ryan, 2000), the present study examined the levels of depression and treatment motivation among 193 cancer patients within repeated measure research design. The Treatment Motivation Questionnaire (Ryan, Plant, & O'Malley, 1995) and Beck Depression Inventory (Beck, Ward, Mendelson, Mock & Erbaugh, 1961) were admi...

UNLABELLED Chan DK, Lonsdale C, Ho PY, Yung PS, Chan KM. Patient motivation and adherence to postsurgery rehabilitation exercise recommendations: the influence of physiotherapists' autonomy-supportive behaviors. OBJECTIVE To investigate the impact of physiotherapists' autonomy-supportive behaviors on patients' motivation and rehabilitation adherence after anterior cruciate ligament (ACL) reco...

According to self-determination theory, teachers can motivate students by supporting their psychological needs for relatedness, competence, and autonomy. The present study complements extant research (most of which relied on self-report measures) by relying on observations of need-supportive teaching in the domain of physical education (PE), which allows for the identification of concrete, real...

Carefully designed interventions consistently help K-12 teachers learn how to implement a more autonomy-supportive classroom motivating style. In the present study, we investigated what resources teachers acquired during these interventions that explained why they are so able to successfully upgrade the quality of their motivating style. We randomly assigned 91 full-time teachers to participate...