Race-Reimaged Autonomy Support: Motivational Benefits of Instruction That Integrates Self-Determination Theory and Culturally Relevant Education

• In Event: Motivational Landscapes: Unpacking Classroom Motivational Support and Climate Processes in K-12 and Beyond

Abstract

This study took the traditional framework of autonomy supportive instruction (ASI) from self-determination theory (SDT) and explored a race-reimaged (RR) extension using culturally relevant and responsive education (CRRE) as a sociocultural lens. Research questions involved (1) the extent to which SDT-ASI and RR-ASI practices were distinct, and (2) whether each RR-ASI practice explained variability in students’ autonomy, emotional engagement, and instructor trust. We developed a new RR-ASI scale. Undergraduate students of color (N = 409) answered questions about their motivation experiences and their teachers’ instructional style. Confirmatory factor analyses indicated that two-factor models between RR-ASI and SDT-ASI fit the data best; correlations were medium-to-large. Structural equation modeling showed that RR-ASI practices were robust predictors of students’ outcomes beyond SDT-ASI.

Authors

• Jeanette Zambrano, California State University - San Bernardino

• Erika A. Patall, University of Southern California

• Amanda Vite, University of Southern California

• Diane Lee, University of Southern California