Adolescent Perceptions of Autonomy-Supportive Instructional Interactions in the Middle Grades

• In Event: Poster Session 13
  In Poster Session: Motivation in Education SIG Poster Session 2

Abstract

Autonomy support in classrooms is believed to coordinate students’ inner motivational resources (e.g., Jang, Kim, & Reeve, 2012). Yet, to our knowledge, no study has investigated adolescent-generated interpretations of the motivational significance of their teachers’ autonomy support practices. Interpretations gathered from adolescents’ responses to videoclips of their own teacher were studied with a diverse sample of adolescents (N = 59, 50.8% male, 64.4% African American) in six urban schools from 4-8th grade class sections. Through this method of cued video response, we explore whether or not adolescents experience the significance of autonomy-supportive instructional events or interactions as self-determination theory predicts. We also engage in emergent theorizing about how the experiencing of autonomy support communicates messages around competence and connection.

Authors

• Tanner LeBaron Wallace, University of Pittsburgh

• Hannah Sung, University of Pittsburgh