Teacher Autonomy Support and Student Autonomous Motivation: A Meta-Analysis

• In Event: Poster Session 06
  In Poster Session: PS 06 Topic - Education, Schooling

Abstract

According to self-determination theory, autonomy is a sense that one is the origin of his or her own actions (Ryan & Deci, 2000). Student autonomy is significant in predicting students’ attitudes, engagement, performance, and well-being in the classroom (Flowerday & Schraw, 2003; Reeve et al., 2004). Many studies have indicated that teacher autonomy-supportive instructional behaviors could contribute to the development of student autonomy (Hagger et al., 2005; Patall et al., 2008). However, some researchers also have asserted that autonomy is a culturally specific value, pertinent to Western cultures, arguing that ‘being controlled’ might even be associated with greater satisfaction and adaptive outcomes in certain cultures (Cross & Gore, 2003; Miller, 1999). Moreover, to the best of our knowledge, no meta-analyses have been conducted to synthesize studies examining teacher autonomy support and student autonomy, especially with culture as a moderator. Thus, this meta-analysis examines the relationship between teacher autonomy support and student autonomy and investigates the potential moderating role of culture.

We conducted a pilot meta-analysis of 16 studies with 19 effect sizes examining the relationship between teacher autonomy support and student autonomous motivation across cultures. Following the PRISM guidelines (Liberati et al. 2009), studies were mainly identified through searching the Google Scholar database, then were independently coded by two reviewers to determine relevancy. Only peer-reviewed, published studies were included. Studies needed to include a measure of teacher autonomy support and of student autonomous motivation and to report the zero-order correlation between the two main constructs or among subscales of these constructs. Weighted effect size was calculated across the studies based on the respective sample size. In addition, we identify the main moderator as level-of-individualism based on predetermined individualism scores assigned by Hofstede (2001).

Consistent with prior literature, results indicated that students’ perceived teacher autonomy significantly correlated with their autonomous motivation (ρ = .39, 95% CI = [.32, .47]). Moderator tests showed that the strength of this relationship may vary across countries with differing levels of individualism. Specifically, the relationship between teacher support and student motivation in the countries with high levels of individualism (95% CI = [.43, .57]) was significantly stronger than in countries with lower levels of individualism, 95% CI = [.11, .38]. Countries with medium levels of individualism were not significantly different from the other categories, 95% CI = [.34, .56]. Regardless, the pattern of effect sizes (ρ = .5, ρ = .45, and ρ = .24 for countries with high, medium, and low levels of individualism respectively) certainly implies a trend where the effect of teacher support on student autonomy was stronger in countries with higher levels of individualism.

Although the small number of studies warrants caution in generalization, results generally affirmed the positive association between student perceived autonomy support and student autonomous motivation, as well as shed light on how culture may influence this relationship. Thus, based on the results of the current pilot meta-analysis, we will be able to collect more studies in order to run further analyses with other moderators. Limitations and implications for future research are discussed.

Authors

• My Viet Ha Nguyen, University of Houston
  Presenting Author

• Xiaorong Amber Zhang, George Mason University
  Non-Presenting Author

• Seth Kaplan, George Mason University
  Non-Presenting Author