Experimental, Longitudinal Intervention to Help Teachers Prevent Student Amotivation

• In Event: Poster Session 12
  In Poster Session: Motivation in Education SIG Poster Session 1

Abstract

Using a self-determination theory framework, we conducted an experimentally-based, longitudinally-designed intervention to help classroom teachers develop a motivating style that could prevent the development of students’ classroom amotivation over the course of a semester. Sixteen secondary school physical education teachers were randomly assigned into either an experimental or delayed-treatment control group, and their 598 students reported their psychological need satisfaction and amotivation at three time points. Hierarchical linear modeling analyses showed that the intervention was clearly successful. Compared to teachers in the control group, teachers in the experimental group were more autonomy supportive and less controlling, as scored by raters and as perceived by students. The students of these teachers reported greater psychological need satisfaction and lesser amotivation.

Authors

• Sung Hyeon Cheon, Kangwon National University

• Johnmarshall Reeve, Korea University

• Hue Ryen Jang, Korea University