Stimulating autonomous motivation in the classroom: The role of interpersonal teacher agency and communion

Lindy Wijsman, Tim Mainhard, Mieke Brekelmans

Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

Abstract

Self Determination Theory (SDT) distinguishes the quality of motivation from its quantity or intensity (Vansteenkiste, Sierens, Soetens, Luyckx, & Lens, 2009). A sequence from controlled to autonomous motivation is adopted; autonomous motivation is seen as the best quality type. Being autonomously motivated, as opposed to controlled, has been found to lead to more volitional persistence, better relationships in social groups, more effective performance, greater health and wellbeing (Deci & Ryan, 2002), deep-level cognitive processing (Vansteenkiste et al., 2009), and creativity (Ryan & Deci, 2000a). The extent to which students’ motivation is controlled or autonomous, describes a difference in the quality of motivation.
Original languageEnglish
Title of host publicationInterpersonal relationships in education: From theory to practice
EditorsDavid Zandvliet, Perry den Brok, Tim Mainhard, Jan van Tartwijk
Place of PublicationRotterdam
PublisherSense Publishers
Pages231-249
Number of pages19
ISBN (Electronic)9789462097018
ISBN (Print)9789462097001, 978-94-6209-699-8
DOIs
Publication statusPublished - 2014

Publication series

NameAdvances in Learning Environments Research
Volume5

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