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Autonomy-Supportive Teaching: What It Is, How to Do It
Abstract
Autonomy-supportive teaching strongly predicts positive functioning in both the students who receive autonomy support and the teachers who give it. Recognizing this, the present paper provides conceptual and operational definitions of autonomy support (to explain what it is) and offers step-by-step guidelines of how to put it into practice during classroom instruction (to explain how to do it). The focus is on the following six empirically validated autonomy-supportive instructional behaviors that, together, constitute the autonomy-supportive motivating style: take the students’ perspective, vitalize inner motivational resources, provide explanatory rationales, acknowledge and accept negative affect, rely on informational and nonpressuring language, and display patience. For each act of instruction, I define what it is, articulate when it is most needed during instruction, explain why it is educationally important, and provide examples and recommendations of how to put it into practice.
... Este fenómeno ha sido conceptualizado como el "efecto de sobrejustificación", según el cual las recompensas externas pueden erosionar la motivación intrínseca preexistente, especialmente si son percibidas como controladoras. En consecuencia, los estudiantes pueden llegar a realizar las actividades escolares con una orientación meramente instrumental, sin desarrollar un vínculo genuino con el conocimiento (Reeve, 2016). No obstante, es importante matizar que la motivación extrínseca no es una categoría homogénea. ...
... El docente, como agente pedagógico y socializador, tiene un rol determinante en la configuración del clima motivacional del aula. En particular, la capacidad del educador para fomentar la autonomía del estudiante -entendida como la posibilidad de elegir, decidir y expresar sus ideas en un entorno seguro-se ha consolidado como uno de los factores más eficaces para promover la motivación intrínseca (Reeve, 2016). Este enfoque se enmarca en la teoría de la autodeterminación, la cual sostiene que la satisfacción de la necesidad psicológica de autonomía es un requisito esencial para el surgimiento de una motivación autodeterminada (Ryan & Deci, 2020), en la figura 2 demuestra que el papel del docente es clave para despertar la motivación intrínseca mediante el fomento de la autonomía y principios de autodeterminación Figura 2 El docente como motor de la motivación estudiantil Nota: La imagen destaca cómo el rol del docente influye directamente en la motivación del estudiante, promoviendo entornos donde se valora la autonomía, se aplican los fundamentos de la teoría de la autodeterminación y se cultiva un aprendizaje genuino desde el interior del estudiante (Autores, 2024). ...
... En este sentido, resulta insoslayable el papel del docente como mediador y facilitador del entorno motivacional. La literatura coincide en que aquellos profesores que adoptan un enfoque de enseñanza basado en el apoyo a la autonomía contribuyen significativamente al fortalecimiento de la motivación autodeterminada de sus alumnos (Reeve, 2016;Jang, Kim & Reeve, 2016). La disposición del docente a fomentar la participación activa del estudiante, ofrecer retroalimentación significativa y validar emocionalmente sus experiencias, se traduce en una percepción de mayor competencia y control por parte del alumno, lo que refuerza la internalización de las metas de aprendizaje. ...
The present study addresses the relationship between motivation and academic performance in high school students, considering its relevance in the comprehensive development of adolescents. Through a qualitative literature review, research published between 2015 and 2024 in indexed databases such as Scopus and Web of Science was analyzed. The findings indicate that intrinsic motivation, associated with personal interest and self-determination, favors deep and sustained learning, while extrinsic motivation shows positive effects limited in time. In addition, factors such as self-efficacy, teaching style and family support significantly influence the strengthening of motivation. It is concluded that academic motivation is a complex phenomenon, determined by personal and contextual interactions, whose understanding allows the design of more effective, inclusive and student-centered pedagogical strategies.
... In this respect, the conclusions of several empirical SDT-focused interventions (e.g. Alrabai 2016; Reeve 2016Reeve , 2018Aelterman et al. 2019;Dincer et al. 2019;Alrabai 2021) acknowledge that the need-supportive teaching approaches they utilized fulfilled not only learners' need for autonomy but also the other two BPNs of competence and relatedness, as well as other important learning outcomes such as engagement and achievement (Zhou, Hiver and Al-Hoorie 2023). Therefore, we suppose that SDT provides a solid conceptual framework for understanding the interconnected interaction system in which TES is a critical factor in having learner BPNs met, emotions regulated, and engagement functioning. ...
... The empirical finding indicating that the TES approach had the largest positive influence on learners' BPN satisfaction at T2 supports the theoretical conclusions of previous research (Skinner et al. 2008;Jang, Kim and Reeve 2012;Reeve 2016;Reeve, Jang and Jang 2018;Dincer et al. 2019;Alrabai 2021Zhou, Hiver andAl-Hoorie 2023) that demonstrated strong connections between teachers' emotional-supportive practices and satisfaction of language learners' BPNs. ...
Informed by self-determination theory, this study tested experiment-based models incorporating teacher emotional support (TES) and students’ basic psychological needs (BPNs) satisfaction, frustration, emotions of anxiety and enjoyment, emotional disengagement, and emotional engagement as learning outcomes over three time points. An experimental group (n = 63) received a 10-week quasi-experimental intervention that targeted the three dimensions of TES: positive climate, teacher sensitivity, and regard for students’ perspectives. Questionnaires and classroom observations data was processed using ANOVA, ANCOVA and PLS-SEM analyses. The findings revealed significant positive changes in students’ BPNs, emotions, and emotional engagement, peaking toward the end of the experiment. The PLS-SEM analysis indicated that the experimentally-driven models showed acceptable goodness of fit to the data, explaining 91 and 94% of the variance in learners’ emotional engagement at T2 and T3, respectively. While TES did not account for a significant direct effect on the outcome variable for any of the phases, this effect was largely mediated by learners’ BPNs satisfaction and enjoyment. These findings provide empirical evidence of the advantages of TES approach for L2 learners.
... This balance was evident in the way teachers facilitated inquiry-stepping back to allow exploration but stepping in when children encountered conceptual or procedural impasses. This supports Reeve's (2016) assertion that autonomy-supportive pedagogy is not laissez-faire but demands strategic responsiveness to children's cues, encouraging deep learning without overwhelming learners with excessive freedom or disengaged instruction. ...
This study investigates the role of intrinsic motivation in enhancing deep learning in early childhood education (ECE), a critical period for cognitive, emotional, and social development. Intrinsic motivation, driven by children’s natural curiosity and desire to explore, is essential for fostering active engagement, critical thinking, and problem-solving abilities. However, as children progress through their educational journey, intrinsic motivation often diminishes in favor of extrinsic rewards, leading to surface-level learning. This research, grounded in Self-Determination Theory (SDT), examines how meeting children’s psychological needs—autonomy, competence, and relatedness—supports intrinsic motivation in preschool classrooms. Through case studies, this paper highlights various teaching strategies, including inquiry-based learning, emotional support, play-based exploration, and collaborative learning, that promote intrinsic motivation and deepen engagement with academic content. The study’s findings underscore the importance of creating supportive learning environments that nurture intrinsic motivation, contributing to children’s long-term academic success and personal development. Practical recommendations for educators and policymakers are provided, focusing on curriculum design, teacher-student interactions, and fostering autonomy-supportive practices in the classroom. Ultimately, the research emphasizes the crucial role intrinsic motivation plays in creating lasting, meaningful learning experiences, laying the foundation for lifelong learning.
... Based on the research findings, a pedagogical model of the use of DMC to promote L2 writing autonomy is proposed (see Fig. 8). Different from previous studies on autonomy-promoting pedagogy, which focus on either constructing unexpected and contextualized learning experiences (Little & Thorne, 2017) or empowering learners' independent decision-making (Reeve, 2016), our model specifies the pedagogical support needed to leverage DMC affordances to promote different domains of L2 writing autonomy. At the bottom of Fig. 8, three DMC affordances are listed (i.e., the DMC characteristics that mediated L2 writing autonomy development): authentic tasks, collaborative forms, and multimodal remixing. ...
Previous studies have examined students’ autonomous language learning behaviors in digital multimodal composing (DMC). However, whether second language (L2) writing autonomy can be promoted through DMC remains underexplored. This study, conducted at a medical university in China, investigated changes in three second-year medical students’ L2 writing autonomy during a year-long DMC project. L2 writing autonomy is a pivotal factor in the students’ becoming strategic and effective L2 writers with a sense of social responsibility. Data were collected from observation, interviews, reflective journals, and student-authored DMC projects. Changes in the students’ L2 writing autonomy were identified by comparing their L2 writing purposes, feelings, and behaviors before and after the DMC projects. The factors mediating these changes were synthesized through thematic and multimodal analysis. The analysis revealed that the affordances provided by the authentic writing task, collaborative form, and multimodal remixing in DMC promoted the students’ willingness to engage, ability to compose, and freedom to experiment in L2 writing. These factors ultimately shaped changes in three domains of L2 writing autonomy: autonomy as L2 writing learners, autonomy as L2 writing users, and autonomy as L2 writers. The study provides an evidence-based pedagogical model of DMC aimed at promoting students’ L2 writing autonomy.
... Creating an empathic learning environment underscores the centrality of positive teacher-student relationships and autonomy support. This strongly resonates with Self-Determination Theory (SDT), emphasizing relatedness, competence, and autonomy for intrinsic motivation (Reeve, 2016). The importance of cultivating supportive and empathetic teacher-student connections is increasingly recognized as pivotal for practical instruction and student well-being (Pishghadam et al., 2022). ...
Amidst rapid educational internationalization and significant learner diversity in Southeast Asia, effective language teaching necessitates pedagogical approaches beyond traditional didactic methods. Learner-centered education (LCE) has emerged as a prominent paradigm, yet its practical implementation within the region requires systematic examination. This scoping review aimed to identify and characterize the emerging learner-centered teaching strategies utilized by language educators in 21st-century Southeast Asian classrooms over the past decade (2013-2023). Following the PRISMA-ScR guidelines, a systematic search across four major databases (ERIC, ScienceDirect, Asian Citation Index, JSTOR) yielded 38 peer-reviewed empirical studies meeting the inclusion criteria. Thematic analysis of these studies revealed five core characteristics defining contemporary LCE practices in this context: (1) strategic utilization of technology to enhance resources and foster autonomy; (2) cultivation of an empathetic learning environment emphasizing positive teacher-student relationships and support; (3) implementation of interactive group learning activities, particularly cooperative learning; (4) promotion of student self-regulated learning skills and strategies; and (5) application of differentiated learning principles to cater to individual student needs. Although implementation consistency varies, these findings highlight a clear trend toward more student-active pedagogical orientations. This synthesis provides valuable insights into the evolving landscape of language education in Southeast Asia, offering a foundation for informing pedagogical innovation, targeted teacher professional development, and future research focused on optimizing LCE effectiveness within the region's diverse educational settings.
... Motives are internal processes that provide conduct energy and direction. They can arise from actual requirements and thoughts or emotions that may or may not align with these needs (Reeve, 2018). Examples of these types of emotions include those found in goals or expectations that one has for oneself. ...
Motives for school physical activity should be encouraged by fostering intrinsic motivation and educating students about its health benefits. However, participation decreases as students move, evolving global and national reports. This quantitative study aimed to explore a best-fit model that predicts PATH-Fit students' motives for physical activity in Region X using Structural Equation Modeling (SEM). The study employed PATH-Fit students in SUCs using systematic random sampling. The data were collected using an adapted and modified survey instrument. The result showed very high autonomy support, moderate exercise self-efficacy, moderate goal orientation, and high motivation for physical activity. The best-fit model, with acceptable goodness-of-fit indices, demonstrated the direct influence of exercise self-efficacy on motives for physical activity. Further, autonomy support and exercise self-efficacy are crucial in promoting PATH-Fit students' motives for physical activity. Clearly outline practical applications.
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... He added that structured group goals are to improve self-esteem. In addition, studies by Reeve (2016) and Tran (2019) indicate that cooperative learning can enhance motivation by giving students a sense of autonomy and responsibility. Table 2 presents the mean level of motivation of Grade 10 students with a composite mean of 3.13 (moderate level). ...
... Teachers can use strategies that are directly associated with supporting autonomy, such as: adopting the students' perspective, stimulating internal motivational resources, providing explanatory justifications, recognizing and accepting negative affect, relying on informative and non-pressuring language, and showing patience. It is important that for each task the teacher provides the necessary instructions and recommendations on how to put it into practice (REEVE, 2016;CHEON, 2021). In addition, it is important to consider other potential influences, such as the individual characteristics of the students or the characteristics of the learning environment, so it is suggested that further research be carried out looking at other factors in the teaching and learning process. ...
Introduction/Objective: To test the effect of autonomy-supporting style or controlling style teaching, observing how each style influences basic psychological needs, autonomous or controlled motivation, perception of job competence, and academic performance of university students. Method: A total of 263 university students aged between 18 and 48 years participated in the study. Scales were used to assess the teacher's interpersonal style, the satisfaction of basic psychological needs in education, and the students' perception of professional competence. Results: The analysis of the psychometric properties revealed acceptable fit indices for the factorial structure of the instruments. The scales showed adequacy, reliability, and replicability. The results of the path analysis confirm that the autonomy support style positively predicts the satisfaction of basic psychological needs in education, the autonomous motivation, the perception of competence and the academic performance of students, and the control style negatively predicts the same variables. Conclusion: Autonomy support is important for motivation and perception of competence in university students. The findings of this set of studies highlight the importance of teachers' interpersonal style in promoting motivation and perception of competence for work in university students.
This study adopts a Self-Determination Theory (SDT; Ryan, 2023) perspective to investigate how Advising in Language Learning (Kato & Mynard, 2016) and the role of the learning advisor contribute to satisfying language learners' basic psychological needs and foster an autonomy-supportive learning climate. These needs are conceptualised as learners perceiving personal ownership (autonomy), progressive mastery (competence), acceptance and emotional connection (relatedness) within the advising sessions, leading to positive outcomes in their learning processes and well-being. SDT contends that learning environments and social supports that facilitate need satisfaction activate learners' autonomous motivation, foster well-being and flourishing, and contribute to adaptative functioning. Building on previous research (Shelton-Strong & Tassinari, 2022) this study seeks to provide novel insights into how learners' basic psychological needs are satisfied and identify associated benefits of experiencing need satisfaction resulting from the Advising process. While much of SDT research in education has focussed on the teacher's role in enabling or hindering need-supportive conditions, the distinct role of the learning advisor remains underrepresented in the literature. To address this gap, this study explores the extent to which the participants experienced perceived autonomy, competence, and relatedness within the Advising relationship, and identifies ways this support facilitated a learning climate conducive to basic psychological need satisfaction. The findings indicate that learning advisors play a pivotal role in providing an important need-supportive experience, leading to positive outcomes including personal growth, the development of effective coping strategies, experiencing hope, meaning, and agentic engagement within the learning process.
Two studies tested self-determination theory with 2nd-year medical students in an interviewing course. Study 1 revealed that (a) individuals with a more autonomous orientation on the General Causality Orientations Scale had higher psychosocial beliefs at the beginning of the course and reported more autonomous reasons for participating in the course, and (b) students who perceived their instructors as more autonomy-supportive became more autonomous in their learning during the 6-month course. Study 2, a 30-month longitudinal study, revealed that students who perceived their instructors as more autonomy-supportive became more autonomous in their learning, which in turn accounted for a significant increase in both perceived competence and psychosocial beliefs over the 20-week period of the course, more autonomy support when interviewing a simulated patient 6 months later, and stronger psychosocial beliefs 2 years later.
We tested the educational utility of “teaching in students' preferred ways” as a new autonomy-supportive way of teaching to enhance students' autonomy and conceptual learning. A pilot test first differentiated preferred versus nonpreferred ways of teaching. In the main study, a hired teacher who was blind to the purpose of the study taught 63 college-age participants in small groups the same 48-minute lesson in one of these two different ways, and we assessed participants' perceived autonomy support, autonomy-need satisfaction, engagement (self-report and rater scored), and conceptual learning (self-report and rater scored). Multilevel analyses showed that participants randomly assigned to receive a preferred way of teaching perceived the teacher as more autonomy supportive and showed significantly greater autonomy-need satisfaction, engagement, and conceptual learning. Mediation analyses using multilevel modeling for clustered data showed that this way of teaching enhanced conceptual learning because it first increased students' autonomy. We conclude that “teaching in students' preferred ways” represents a way of teaching that increases students' autonomy, engagement, and conceptual learning.
PurposeOur ongoing program of research works with teachers to help them become more autonomy supportive during instruction and hence more able to promote students’ classroom motivation and engagement.
Design/methodology/approachWe have published five experimentally based, longitudinally designed, teacher-focused intervention studies that have tested the effectiveness and educational benefits of an autonomy-supportive intervention program (ASIP).
FindingsFindings show that (1) teachers can learn how to become more autonomy supportive and less controlling toward students, (2) students of the teachers who participate in ASIP report greater psychological need satisfaction and lesser need frustration, (3) these same students report and behaviorally display a wide range of important educational benefits, such as greater classroom engagement, (4) teachers benefit as much from giving autonomy support as their students do from receiving it as teachers show large postintervention gains in outcomes such as teaching efficacy and job satisfaction, and (5) these ASIP-induced benefits are long lasting as teachers use the ASIP experience as a professional developmental opportunity to upgrade the quality of their motivating style.
Originality/valueOur ASIP helps teachers learn how to better support their students’ autonomy during instruction. The value of this teaching skill can be seen in teachers’ and students’ enhanced classroom experience and functioning.
I: Background.- 1. An Introduction.- 2. Conceptualizations of Intrinsic Motivation and Self-Determination.- II: Self-Determination Theory.- 3. Cognitive Evaluation Theory: Perceived Causality and Perceived Competence.- 4. Cognitive Evaluation Theory: Interpersonal Communication and Intrapersonal Regulation.- 5. Toward an Organismic Integration Theory: Motivation and Development.- 6. Causality Orientations Theory: Personality Influences on Motivation.- III: Alternative Approaches.- 7. Operant and Attributional Theories.- 8. Information-Processing Theories.- IV: Applications and Implications.- 9. Education.- 10. Psychotherapy.- 11. Work.- 12. Sports.- References.- Author Index.
The institutionalization of education in the modern era removed the processes of learning and cultural transmission from contexts in which children were often guided by adults to whom they were closely attached and from activities of significance in everyday life. Despite the arbitrary nature of modern classroom structures, it is argued that some of the fundamental needs that energized learning prior to compulsory schooling still have relevance within the classroom. The fundamental needs for autonomy and relatedness are highlighted and suggested to be strongly influenced by the quality of interpersonal conditions at home and in school. Several recent studies are reviewed that examine the effects of autonomy support and quality of relatedness with respect to motivational orientations and learning outcomes. It is concluded that the success of cognitive agendas in educational settings is dependent upon affective processes within the classroom and that the creation of an optimal classroom climate serves both learning and developmental goals.