Perceived autonomy support,intrinsic motivation,and student ratings of instruction |
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| Institution: | 1. Seattle Aquarium, 1483 Alaskan Way, Pier 59, Seattle, WA 98101, USA;2. Graduate School of Education, 485 Lasuen Mall, Stanford, CA 94305, USA;3. Stanford Woods Institute for the Environment, 485 Lasuen Mall, Stanford, CA 94305, USA;4. Nicholas School of the Environment, Duke University, Box 90328, Durham, NC 27708, USA;1. Escola Secundária José Saramago, Avenida Cidade de Leiman, 2640-470 Mafra, Portugal;2. Instituto de Educação e Centro de Investigação em Educação, Universidade de Lisboa, Alameda da Universidade, 1649-013 Lisboa, Portugal;3. Departamento de Educação e Psicologia, Centro de Investigação em Didática e Tecnologia na Formação de Formadores, Universidade de Aveiro, Campus Universitário de Santiago, 3810-193 Aveiro, Portugal;1. Department of Education, Korea University, Anam-dong, Seongbuk-gu, Seoul 136-701, South Korea;2. Division of Sport Science, Kangwon National University, 1 Kangwondaehak-gil, Chuncheon-si, Kangwon-do 200-701, South Korea;1. Illinois State University, School of Kinesiology and Recreation, USA;2. The Ohio State University, College of Social Work, USA;3. The Ohio State University, College of Education and Human Ecology, USA;4. Unviersity of South Carolina, College of Social Work, USA |
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| Abstract: | Motivation theory suggests that autonomy supportiveness in instruction often leads to many positive outcomes in the classroom, such as higher levels of intrinsic motivation and engagement. The purpose of this study was to determine whether perceived autonomy support and course-related intrinsic motivation in college classrooms positively predict student ratings of instruction. Data were collected from 47 undergraduate education courses and 914 students. Consistent with expectations, the results indicated that both intrinsic motivation and autonomy support were positively associated with multiple dimensions of student ratings of instruction. Results also showed that intrinsic motivation moderated the association between autonomy support and instructional ratings—the higher intrinsic motivation, the less predictive autonomy support, and the lower intrinsic motivation, the more predictive autonomy support. These results suggest that incorporating classroom activities that engender autonomy support may lead to improved student perceptions of classroom instruction and may also enhance both student motivation and learning. |
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| Keywords: | Teacher evaluation Student evaluation Student ratings of instruction Autonomy support Intrinsic motivation Instructional evaluation |
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