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Executing Learning Activities and Autonomy-Supportive Instructions Enhance Autonomous Motivation
Paul Hinnersmann1, Katrin Hoier1, Stephan Dutke1
1Institute for Psychology in Education, University of Münster, Münster, Germany.
Frontiers in Psychology
|September 25, 2020
Summary
Learners
Area of Science:
- Educational Psychology
- Motivation Science
Background:
- Learner autonomous regulation is crucial for engagement.
- Instructional styles can significantly impact motivation.
- Self-determination theory provides a framework for understanding motivation.
Purpose of the Study:
- To investigate changes in autonomous regulation during learning activities.
- To examine the influence of instructional style (autonomy-supportive vs. controlling) on these changes.
- To explore the relationship between instructional style, motivation, and student outcomes.
Main Methods:
- Experimental manipulation of instructional style (autonomy-supportive vs. controlling).
- Measurement of relative autonomous motivation in 172 fifth to seventh graders before, during, and after a musical learning activity.
- Assessment of students' functional state and interest in continuing the activity.
Main Results:
- Relative autonomous motivation increased during the learning activity, particularly under a controlling style.
- Students in the autonomy-supportive style consistently showed higher autonomous motivation.
- Autonomy-supportive instruction positively impacted students' functional state and interest.
Conclusions:
- Executing learning activities can foster autonomous motivation.
- An autonomy-supportive instructional style positively influences student motivation and well-being.
- The increase in motivation under controlling conditions may relate to dissonance reduction.
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