It’s more about a lesson than a domain: Lesson-specific autonomy support, motivation, and engagement in math and a second language

Barbara Flunger; Lissa  Hollmann; Lisette Hornstra; Kou Murayama

doi:10.1016/j.learninstruc.2021.101500

It’s more about a lesson than a domain: Lesson-specific autonomy support, motivation, and engagement in math and a second language

Barbara Flunger, Lissa Hollmann, Lisette Hornstra, Kou Murayama

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

Expanding research on the relative impact of different autonomy-supportive strategies employed by teachers across domains, the present study investigated the variation in 4 lesson-specific autonomy-supportive strategies (providing choices, rationales, accepting frustration, and stimulating interests) and 6 aspects of students' motivation and engagement in 2 domains with a repeated measurement design. For 3 weeks, 202 Dutch students from 8 eighth grade classes and 1 ninth-grade class and 12 teachers completed lesson-specific measures at the end of Math and German lessons. Students' perceptions of teachers' autonomy support and their motivation and engagement varied considerably across lessons within a domain (variance at the within-student level ranged from 19% to 51%). In random intercept-random slope models, we found that all autonomy-supportive strategies showed meaningful associations with aspects of students’ motivation and engagement. We did not find substantial domain-dependency in the associations between autonomy support and the outcomes.

Original language	English
Article number	101500
Pages (from-to)	1-13
Journal	Learning and Instruction
Volume	77
Early online date	11 Oct 2021
DOIs	https://doi.org/10.1016/j.learninstruc.2021.101500
Publication status	Published - Feb 2022

Bibliographical note

Funding Information:
This research was in part supported by German Research Foundation Grant FL 867/1-1 , by JSPS KAKENHI ( 16H06406 , to Kou Murayama), the Leverhulme Trust (Grant Number RL-2016-030 , to Kou Murayama), and the Jacobs Foundation Advanced Fellowship (to Kou Murayama), and the Alexander von Humboldt Foundation (the Alexander von Humboldt Professorship endowed by the German Federal Ministry of Education and Research, to Kou Murayama).

Publisher Copyright:
© 2021 The Authors

Keywords

Effort
Lesson-specific autonomy support
Motivation
Need satisfaction

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1-s2.0-S0959475221000591-mainFinal published version, 1.15 MBLicence: CC BY

Cite this

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abstract = "Expanding research on the relative impact of different autonomy-supportive strategies employed by teachers across domains, the present study investigated the variation in 4 lesson-specific autonomy-supportive strategies (providing choices, rationales, accepting frustration, and stimulating interests) and 6 aspects of students' motivation and engagement in 2 domains with a repeated measurement design. For 3 weeks, 202 Dutch students from 8 eighth grade classes and 1 ninth-grade class and 12 teachers completed lesson-specific measures at the end of Math and German lessons. Students' perceptions of teachers' autonomy support and their motivation and engagement varied considerably across lessons within a domain (variance at the within-student level ranged from 19% to 51%). In random intercept-random slope models, we found that all autonomy-supportive strategies showed meaningful associations with aspects of students{\textquoteright} motivation and engagement. We did not find substantial domain-dependency in the associations between autonomy support and the outcomes.",

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It’s more about a lesson than a domain: Lesson-specific autonomy support, motivation, and engagement in math and a second language

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Keywords

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