Effects of Autonomy-Supportive Intervention for Improving Teaching Behaviors in Physics Classrooms in China

• In Event: Poster Session 10
  In Poster Session: Exploring Ways to Engage Students in Science

Abstract

This research is attempting to explore the potential influences of autonomy-supportive teaching vs. traditional controlling style in terms of student perceived autonomy from teachers, their satisfaction of needs, and attitudes toward learning physics. Quasi-experimental design was used with both pre- and post-tests conducted to both groups. The results indicated that the most dramatic change observed for the experimental group students was that their affective feeling toward physics learning had improved significantly. However, the beneficial effects of autonomy support only showed in one out of four experimental classrooms, where students perceived significantly higher autonomy support after intervention and their satisfaction of autonomy needs gained as well. An important implications and suggestions for further intervention and practice were provided in the end.

Authors

• Xiaolu Wu, Beijing Normal University

• Danhui Zhang, Beijing Normal University