Hyoung-Sim Jang

We investigated 2 engagement-fostering aspects of teachers' instructional styles-autonomy support and structure-and hypothesized that students' engagement would be highest when teachers provided high levels of both. Trained observers rated teachers' instructional styles and students' behavioral engagement in 133 public high school classrooms in the Midwest, and 1,584 students in Grades 9-11 reported their subjective engagement. Correlational and hierarchical linear modeling analyses showed 3 res

Teachers with an autonomy-supportive style rely on different instructional behaviors to motivate their students than do teachers with a controlling style. In the present investigation, the authors tested which of these instructional behaviors actually correlated positively or negatively with students' autonomy. The authors used Deci, Spiegel, Ryan, Koestner, & Kauffman's (1982) teacher-student laboratory paradigm to randomly assign 72 pairs of same-sex preservice teachers into the role of either

Recognizing recent criticisms concerning the cross-cultural generalizability of self-determination theory (SDT), the authors tested the SDT view that high school students in collectivistically oriented South Korea benefit from classroom experiences of autonomy support and psychological need satisfaction. In Study I, experiences of autonomy, competence, and relatedness underlaid Korean students' most satisfying learning experiences, and experiences of low autonomy and low competence underlaid the

This study provides the first longitudinally designed, classroom-based empirical test of self-determination theory's motivation mediation model. Measures of perceived autonomy support, motivation (autonomy need satisfaction), engagement, and achievement were collected from 500 (257 females, 243 males) 8th-grade students in Korea in a 3-wave longitudinal research design. Multilevel structural equation modeling tested the model in which early-semester perceived autonomy support increased mid-semes

The present study examined the capacity of 2 different theoretical models of motivation to explain why an externally provided rationale often supports students' motivation, engagement, and learning during relatively uninteresting learning activities. One hundred thirty-six undergraduates (108 women, 28 men) worked on an uninteresting 20-min lesson after either receiving or not receiving a rationale. Participants who received the rationale showed greater identified regulation, interest-enhancing

We tested the educational utility of “teaching in students' preferred ways” as a new autonomy-supportive way of teaching to enhance students' autonomy and conceptual learning. A pilot test first differentiated preferred versus nonpreferred ways of teaching. In the main study, a hired teacher who was blind to the purpose of the study taught 63 college-age participants in small groups the same 48-minute lesson in one of these two different ways, and we assessed participants' perceived autonomy sup

Abstract In a three-study investigation, we pursued three purposes: (1) extend self-determination theory’s dual-process model to a new tripartite model—to recognize that environmental conditions sometimes render a psychological need dormant; (2) better explain adolescents’ diminished functioning; and (3) develop the Three States Questionnaire (TSQ). In Study 1, 402 high schoolers reported the satisfied, frustrated, and dormant state of their psychological needs (autonomy, competence, and related

Abstract Students involve themselves in learning activities multidimensionally, including behaviorally, cognitively, emotionally, and agentically. This multidimensional involvement predicts important outcomes, but it is also possible that each type of engagement might have its own specialized purpose or function. To investigate this possibility, we proposed and tested the specialized purpose hypothesis, which is that each type of engagement has its own specialized function targeted toward a spec