MACC

Why MACC supports Autonomous Learning

 

MACC supports AL because the research supports AL.  The following lists, compiled by Reeves (2009), outline the large body of research

which shows students’ educational benefits from teacher-provided autonomy support.  The numbers in brackets correspond with the research articles listed below.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Sources

 

1 Amabile, T., Hennessey, B., & Grossman, B. (1986). Social influences oncreativity: The effects of contracted-for reward. Journal of  Personality and Social Psychology, 50, 14–23.

2 Assor, A., Kaplan, H., Kanat-Maymon, Y., & Roth, G. (2005). Directly controlling teacher behaviors as predictors of poor motivation and en-gagement in girls and boys: The role of anger and anxiety. Learning and

Instruction, 15, 397–413.

3 Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teaching behaviors predicting students’ engagement in schoolwork. British Journal of Educational Psychology, 27, 261–278.

4 Baard, P. P., Deci, E. L., & Ryan, R. M. (2004). A motivational basis of performance and well-being in two work settings. Journal of Applied Social Psychology, 34, 2045–2068.

5 Benware, C., & Deci, E. L. (1984). The quality of learning with and active versus passive motivational set.

American Educational Research Journal, 21, 755–765.

6 Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84,740-756.

7 Boggiano, A. K., Flink, C., Shields, A., Seelbach, A., & Barrett, M. (1993). Use of techniques promoting students’ self-determination: Effects of students’ analytic problem-solving skills.  Motivation and Emotion, 17, 319–336.

8 Chirkov, V., & Ryan, R. M. (2001). Parent and teacher autonomy-support in Russian and U.S. adolescents: Common effects on well-being and academic motivation.  Journal of Cross Cultural Psychology, 32, 618–635.

9 deCharms, R. (1976). Enhancing motivation: Change in the classroom. New York: Irvington.

10 Deci, E. L., Driver, R. E., Hotchkiss, L., Robbins, R. J., & Wilson, I. M. (1993). The relation of mothers’ controlling vocalizations to early adolescents’ intrinsic motivation.  Journal of Experimental Child Psychology, 55, 151–162.

11Deci, E. L., Eghrari, H. Patrick, B. C., & Leone, D. R. (1994). Facilitating internalization: The self-determination theory perspective. Journal of Personality, 62, 119–142.

12 Deci, E. L., Nezlak, J., & Sheinman, L. (1981). Characteristics of the rewarder and intrinsic motivation of the rewardee. Journal of Personality and Social Psychology, 40, 1–10.

13 Deci, E. L., Ryan, R. M., Gagne, M., Leone, D. R., Usunov, J., & Kor-nazheva, B. P. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former Eastern Bloc country: A cross-cultural study of self-determination.  Personality and Social Psychology Bulletin, 27, 930–942.

14 Deci, E. L., Schwartz, A., Sheinman, L., & Ryan, R. M. (1981). An instrument to assess adult’s orientations toward control versus autonomy in children: Reflections on intrinsic motivation and perceived competence.

Journal of Educational Psychology,73, 642–650.

15  Flink, C., Boggiano, A. K., & Barrett, M. (1990). Controlling teaching strategies: Undermining children’s self-determination and performance. Journal of Personality and Social Psychology, 59, 916–924.

16 Garbarino, J. (1975). The impact of anticipated reward upon cross-age tutoring. Journal of Personality and Social Psychology, 32, 421–428.

17 Grolnick, W. S., Farkas, M. S., Sohmer, R., Michaels, S., & Valsiner, J. (2007). Facilitating motivation in young adolescents: Effect of an after-school program. Journal of Applied Developmental Psychology, 28, 332–344.

18 Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children’s learn-ing: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890–898.

19 Guay, F., Boggiano, A. K., & Vallerand, R. J. (2001). Autonomy support, intrinsic motivation, and perceived competence: Conceptual and empirical linkages. Personality and Social Psychology Bulletin, 27, 643–650.

20 Hardre, P. L., & Reeve, J. (2003). A motivational model of rural students’ intentions to persist in, versus drop out of, high school. Journal of Educational Psychology, 95, 347–356.

21 Jang, H., Reeve, J., & Ryan, R. M. (in press). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically-oriented Korean adolescents? Journal of Educational Psychology.

22 Jeon, S. (2007). The effects of parents’ and teachers’ motivating styles on adolescents’ school outcomes and psychological well-being: A test of self-determination theory in a Korean context. Unpublished dissertation,

University of Iowa, Iowa City.

23 Koestner, R., Ryan, R. M., Bernieri, F., & Holt, K. (1984). Setting limits on children’s behavior: The differential effects of controlling versus informational styles on intrinsic motivation and creativity. Journal of Personality, 52 , 233–248.

24 Levesque, C., Zuehlke, A. N., Stanek, L. R., & Ryan, R. M. (2004). Autonomy and competence in German and American University students: Comparative study based on self-determination theory. Journal of Edu-

cational Psychology, 96, 68–84.

25 McGraw, K. O., & McCullers, J. C. (1979). Evidence of a detrimental effect of extrinsic incentives on breaking a mental set.  Journal of Experimental Social Psychology, 15, 285–294.

26 Moller, A. C., Deci, E. L., & Ryan, R. M. (2006). Choice and ego-depletion: The moderating role of autonomy. Personality and Social Psychology Bulletin, 32, 1024–1036.

27 Nix, G. A., Ryan, R. M., Manly, J. B., & Deci, E. L. (1999). Revitalization through self-regulation: The effects of autonomous and controlled motivation on happiness and vitality. Journal of Experimental Social Psychology, 35, 266–284.

28 Noels, K. A., Clement, R., & Pelletier, L. G. (1999). Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. Modern Language Journal, 83, 23–34.

29 Patrick, B. C., Hisley, J., Kempler, T., & College, G. (2000). ‘What’s everybody so excited about?’ The effects of teacher enthusiasm on student intrinsic motivation and vitality. Journal of Experimental Education, 68, 217–236.

30 Patrick, B. C., Skinner, E. A., & Connell, J. P. (1993). What motivates children’s behavior and emotion? Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and Social Psychology, 65, 781–791.

31 Reeve, J., & Jang, H. (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology, 98, 209–218.

32 Reeve, J., Jang, H., Carrell, D., Barch, J., & Jeon, S. (2004). Enhancing high school students’ engagement by increasing their teachers’ autonomy support. Motivation and Emotion, 28, 147–169.

33 Reeve, J., Jang, H., Hardre, P., & Omura, M. (2002). Providing a rationale in an autonomy-supportive way as a strategy to motivate others during an uninteresting activity. Motivation and Emotion, 26, 183–207.

34 Reeve, J., Nix, G., & Hamm, D. (2003). Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95, 375–392.

35 Ryan, R. M., & Grolnick, W. S. (1986). Origins and pawns in the classroom: Self-report and projective assessments of individual differences in children’s perceptions.Journal of Personality and Social Psychology, 50,

550–558.

36 Shapira, Z. (1976). Expectancy determinants of intrinsically motivated behavior. Journal of Personality and Social Psychology, 34, 1235–1244.

37 Sheldon, K. M., & Krieger, L. (2004). Does law school undermine lawstudents? Examining change in goals, values, and well-being. Behavioral Sciences and the Law, 22, 261–286.

38 Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571–581.

39 Soenens, B., & Vansteenkiste, M. (2005). Antecedents and outcomes of self-determination in three life domains: The role of parents’ and teachers’ autonomy support. Journal of Youth and Adolescence, 34, 589–604.

40 Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72, 1161–1176.

41 Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic role of intrinsic goals and autonomy support. Journal of Personality and Social Psychology, 87, 246–260.

42 Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., & Matos, L. (2005). Examining the impact of extrinsic versus intrinsic goal framing and internally controlling versus autonomy-supportive communication style upon

early adolescents’ academic achievement. Child Development, 76, 483–501.

43 Vansteenkiste, M., Zhou, M., Lens, W., & Soenens, B. (2005). Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing? Journal of Educational Psychology, 97, 468–483.

44 Williams, G. C., Weiner, M. W., Markakis, K. M., Reeve, J., & Deci, E. L.(1994). Medical students’ motivation for internal medicine. Journal of General Internal Medicine, 9, 327–333.