A Critical Review of Research on Graduate Teaching Assistants' Autonomy Supportive Behaviors

• In Event: Division J Research in Progress Session: Challenges in Supporting Teaching and Learning

Abstract

Self-determination theory (SDT; Deci & Ryan, 1985) is a macro-theory that explains how motivation and personal growth occurs over the lifespan. SDT proposes people have three basic needs that promote growth and well-being: autonomy, competence, and relatedness (Ryan & Deci, 2020). Students’ motivation in the classroom is partially contingent on the autonomy support given by the instructor (Reeve & Jang, 2006). Autonomy-supportive teachers acknowledge and value the student’s perspective, provide rationales for rules or activities, and minimize the use of controlling language (Williams & Deci, 1996). However, few studies have examined the impact graduate student instructors (GSIs) have on their students’ perceived autonomy. In addition, there are even fewer studies examining perceptions of autonomy support from graduate students. The purpose of this research is to provide a critical review of the research on graduate student instructors perceptions of autonomy support through a critical literature review to serve as grounding for future research.

Author

• Audrey Conway Roberts, Bowling Green State University