Effects of School-Based Autonomy-Supportive Interventions on Academic Outcomes and Learning Autonomy: A Meta-Analysis (Poster 18)

• In Event: AERA Poster Session Four
  In Poster Session: Division H Graduate Student Poster Session: Perspectives on Research, Evaluation, Assessment, and Accountability in Schools

Abstract

Numerous studies have explored ways to improve students’ learning autonomy through school-based autonomy-supportive teaching approaches. However, systematic reviews and meta-analyses on such interventions remain scarce. This study therefore sets out to determine the overall effect of autonomy-supportive classroom interventions on students’ academic outcomes and learning autonomy as demonstrated in rigorous program evaluations, taking a best-evidence synthesis approach, which combines traditional meta-analysis with descriptions of individual programs and studies. The findings of the study will offer evidence-based implications for the design and implementation of school-based interventions to improve student achievement and learning autonomy.

Authors

• Xue Wang, Johns Hopkins University
  Presenting Author

• Andrea Louise Ochoa, Johns Hopkins University
  Presenting Author

• Feifei WANG, The Chinese University of Hong Kong
  Non-Presenting Author

• Chenchen Shi, The Central Academy of Drama
  Non-Presenting Author

• Jun Wang, The Ohio State University
  Non-Presenting Author

• Qiyang Zhang, Johns Hopkins University
  Non-Presenting Author

• Amanda Neitzel, Johns Hopkins University
  Non-Presenting Author