Effects of Autonomy Supportive vs. Controlling Teachers' Behavior on Students' Achievements

Autor/inn/en	Hofferber, Natalia; Eckes, Alexander; Wilde, Matthias
Titel	Effects of Autonomy Supportive vs. Controlling Teachers' Behavior on Students' Achievements
Quelle	In: European Journal of Educational Research, 3 (2014) 4, S.177-184 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Teacher Student Relationship; Personal Autonomy; Academic Achievement; Rote Learning; Concept Formation; Multiple Choice Tests; Cognitive Ability; Test Format; Units of Study; Teaching Methods; Middle School Students; Grade 7; Science Instruction; Scientific Concepts; Biology; Quasiexperimental Design; Pretests Posttests; Prior Learning; Outcomes of Education; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Individuelle Autonomie; Schulleistung; Mechanisches Lernen; Concept learning; Begriffsbildung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Denkfähigkeit; Testentwicklung; Lerneinheit; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Vorkenntnisse; Lernleistung; Schulerfolg; Ausland; Deutschland
Abstract	Grolnick and Ryan (1987) assume that an autonomy supportive environment leads to higher learner engagement and thus to greater achievements and deeper understanding of content. In school, knowledge acquisition (rote learning as well as conceptual learning) are regarded as most important. In this study, we examined the effects of teachers' autonomy supportive vs. controlling behavior on knowledge acquisition as measured by reproduction as well as at higher cognitive levels. The sample consisted of seventh graders (N = 85; M = 12.85 years; SD = 1.6 years). One week in advance to the teaching unit, the students were tested for prior knowledge using two knowledge tests. Test 1 used multiple-choice items to address rote learning and Test 2 used an open response format to address conceptual learning. One week after the teaching unit, the same knowledge tests were used to assess the learning outcome. Analysis of the knowledge tests suggests that the students taught in an autonomy supportive environment develop greater conceptual knowledge than those taught in a controlling environment. Rote learning was not affected. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01