Autonomy Supportive Learning Environments: A Precursor for the Development of Passion in Education

• In Event: Motivation and Cognition: The Role of Teachers

Abstract

This research examines the role of autonomy support in students’ development of passion for science. College students completed surveys on passion quantity (PAS) and quality (harmonious (HP) and obsessive passion(OP)), teacher and parental autonomy support, academic performance, and wellbeing. In Study 1 (n= 894 ), we found that both types of autonomy support were positively associated with PAS and HP, but that teacher autonomy support also led to OP. Unlike PAS, OP negatively and HP positively predicted academic performance in science and psychological wellbeing, thus reinforcing their qualitative aspect. In Study 2 (n =101), increases in perceived teacher autonomy support over six months determined students’ development of passion for science over time. Future research about passion in education is discussed.

Authors

• Tanya Chichekian, Université de Sherbrooke

• Robert J. Vallerand, University of Quebec - Montreal