존마셜 레브 교수

Abstract A recurring paradox in the contemporary K-12 classroom is that, although students educationally and developmentally benefit when teachers support their autonomy, teachers are often controlling during instruction. To understand and remedy this paradox, the article pursues three goals. First, the article characterizes the controlling style by defining it, articulating the conditions under which it is most likely to occur, linking it to poor student outcomes, explaining why it undermines t

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

The present study introduced “agentic engagement” as a newly proposed student-initiated pathway to greater achievement and greater motivational support. Study 1 developed the brief, construct-congruent, and psychometrically strong Agentic Engagement Scale. Study 2 provided evidence for the scale’s construct and predictive validity, as scores correlated with measures of agentic motivation and explained independent variance in course-specific achievement not otherwise attributable to students’ beh

Students are sometimes proactive and engaged in classroom learning activities, but they are also sometimes only reactive and passive. Recognizing this, in this article I argue that students’ classroom engagement depends, in part, on the supportive quality of the classroom climate in which they learn. According to the dialectical framework within self‐determination theory, students possess inner motivational resources that classroom conditions can support or frustrate. When teachers find ways to

The authors examined motivating style in terms of a teacher's disposition to control students or support their autonomy. In Study 1, 4 independent samples of preservice teachers completed the Problems in Schools (PS) questionnaire so the authors could critically evaluate the instrument to assess motivating style as an individual difference characteristic. In Study 2, preservice teachers taught a 10-min instructional episode as raters judged their language and style. In Study 3, elementary and hi

Autonomy-supportive teaching is the adoption of a student-focused attitude and an understanding interpersonal tone that enables the skillful enactment of seven autonomy-satisfying instructional behaviors to serve two purposes—support intrinsic motivation and support internalization. Using self-determination theory principles and empirical findings, researchers have developed and implemented numerous teacher-focused and methodologically-rigorous interventions to provide teachers with the professi

Effects on intrinsic motivation of three elements of the competitive situation (viz., competitive set, competitive outcome, and inter-personal context) were explored. Participants solved puzzles with a same-sex confederate under one of five experimental inductions, and intrinsic motivation was assessed by subsequent free-choice behavior and self-reports of interest/enjoyment. As predicted by cognitive evaluation theory, competitive outcome(viz., winning vs. losing) and interpersonal context (viz

The authors investigated 3 commonly cited experiential qualities to propose a model of the essential nature of perceived self-determination in intrinsic motivation-internal locus, volition, and perceived choice. In 3 studies, they used structural equation modeling to compare a series of nested models in which 1, 2, or all 3 of these qualities were used to identify the best fitting conceptual model. Results consistently supported the model in which internal locus and volition, but not perceived c

Changes in motivation anticipate changes in engagement, but the present study tested the reciprocal relation that changes in students’ classroom engagement lead to corresponding longitudinal changes in their classroom motivation. Achievement scores and multiple measures of students’ course-specific motivation (psychological need satisfaction, self-efficacy, and mastery goals) and engagement (behavioral, emotional, cognitive, and agentic aspects) were collected from 313 (213 females, 100 males) K