A Self-Determination Theory–Based Intervention to Help Teachers Decrease Students' Amotivation

• In Event: Poster Session 13
  In Poster Session: Division C Section 2a Poster Session 1: Motivational Processes

Abstract

Student amotivation is strongly associated with maladaptive classroom functioning and outcomes. Recognizing this, we implemented an experimentally-designed, longitudinally-based intervention to help 19 teachers (9 experimental, 10 control) learn how to offer their students an autonomy-supportive motivating style capable of decreasing their students’ need frustration and amotivation and increasing their students' need satisfaction and engagement. Multilevel structural equation modeling analyses showed that the hypothesized model fit the data well. Students of teachers who participated in the ASIP reported significantly reduced need frustration at both T2 and T3, and these lowered levels of need frustration led to lowered T3 and T4 amotivation. ASIP-induced increases in need satisfaction also led to longitudinally higher levels of T3 and T4 engagement.

Authors

• Johnmarshall Reeve, Korea University

• Sung Hyeon Cheon, Kangwon National University

• Hue Ryen Jang, Korea University

• Jee Seul Ahn, Korea University - Department of Education

• Hyungshim Jang, Hanyang University