Amotivation and influence of teacher support dimensions: A self-determination theory approach

被引：17

作者：

Banerjee, Ranita ^{[1
]}

Halder, Santoshi ^{[1
]}

机构：

[1] Univ Calcutta, Dept Educ, Kolkata, India

来源：

HELIYON | 2021年 / 7卷 / 07期

关键词：

Amotivation; Teacher autonomy; Teacher structure; Teacher relatedness support; Middle school; PERCEIVED AUTONOMY SUPPORT; PHYSICAL-EDUCATION; HIGH-SCHOOL; ACADEMIC MOTIVATION; LONGITUDINAL RELATIONS; FACTORIAL INVARIANCE; INTRINSIC MOTIVATION; PSYCHOLOGICAL NEEDS; STUDENTS; MODEL;

D O I：

10.1016/j.heliyon.2021.e07410

中图分类号：

O [数理科学和化学]; P [天文学、地球科学]; Q [生物科学]; N [自然科学总论];

学科分类号：

07 ; 0710 ; 09 ;

摘要：

Based on self-determination theory the study seeks to examine influence of teacher autonomy support, structure and relatedness support on amotivation of middle school students. This correlational study based in Indian subcontinent establishes that all three dimensions of teacher support (i.e., teacher autonomy, teacher structure and teacher relatedness support) reduces amotivation however teacher structure have the strongest influence. No gender and age differences were reported for the study. Study highlights the importance of reverse side of motivation (amotivation) and predicates that teacher support is essential not only in increasing motivation but also in reducing amotivation. Training teachers is necessary to increase their ability of providing autonomy support, structure and relatedness support.

引用

页数：11

共 129 条

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