Identificador persistente para citar o vincular este elemento: http://hdl.handle.net/10553/42805
Título: The relationship between teacher's autonomy support and students` autonomy and vitality
Autores/as: Núñez Alonso, Juan Luis 
Fernández Sarmiento, Celia 
León González-Vélez, Jaime José 
Grijalvo Lobera, Fernando 
Clasificación UNESCO: 61 Psicología
58 Pedagogía
Palabras clave: Autonomy
Motivation
Self-determination
Structural equation model
Teaching, et al.
Fecha de publicación: 2015
Publicación seriada: Teachers and Teaching: Theory and Practice 
Resumen: What makes a student feel vital and energetic? Using the self-determination framework, we analyzed how the behavior and feelings of students depend on social factors such as the teachers’ attitudes. The goal of the study was to test an integrated sequence over a semester in which teacher’s autonomy support acts as a predictor of autonomy, which, in turn, predicts changes in vitality. Data were collected at three time points from 216 university students who completed the instruments during a semester. Using structural equation modeling, we obtained evidence for the hypothesized model. Implications and future perspectives are discussed. This study suggests that if teachers promote choice, minimize pressure to perform tasks in a certain way, and encourage initiative, in contrast to a controlling environment, characterized by deadlines, external rewards, or potential punishments, they will provide students with interesting experiences that are full of excitement and positive energy.
URI: http://hdl.handle.net/10553/42805
ISSN: 1354-0602
DOI: 10.1080/13540602.2014.928127
Fuente: Teachers and Teaching: Theory and Practice [ISSN 1354-0602], v. 21 (2), p. 191-202
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