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dc.contributor.authorYasué, Maï
dc.contributor.authorJeno, Lucas Matias
dc.contributor.authorLangdon, Jody L.
dc.date.accessioned2020-06-26T11:51:13Z
dc.date.available2020-06-26T11:51:13Z
dc.date.issued2019
dc.identifier.citationYasué M, Jeno LM, Langdon JL. Are Autonomously Motivated University Instructors More Autonomy-Supportive Teachers?. International Journal for the Scholarship of Teaching & Learning. 2019;12(2):1-14eng
dc.identifier.urihttp://hdl.handle.net/1956/23048
dc.description.abstractWe extended the research on autonomy-supportive teaching to universities and examined the relationships between autonomous motivation to teach and autonomy-supportive teaching. Autonomously motivated university instructors were more autonomy-supportive instructors. The freedom to make pedagogical decisions was negatively correlated with external motivation towards teaching. Participants indicated that large class sizes, high teaching loads, publication pressures, and a culture that undervalues effective undergraduate teaching undermined both student learning and their feelings of autonomy. Together these results presents a picture of a subset of university instructors who remained autonomously motivated to teach, irrespective of barriers they experienced from university administrators or policies.eng
dc.language.isoengeng
dc.publisherCenter for Teaching Excellence at Georgia Southern Universityeng
dc.relation.urihttps://digitalcommons.georgiasouthern.edu/ij-sotl/vol13/iss2/5
dc.rightsAttribution-NonCommercial-NoDerivs CC BY-NC-NDeng
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/eng
dc.titleAre Autonomously Motivated University Instructors More Autonomy-Supportive Teachers?eng
dc.typeJournal articleeng
dc.date.updated2020-01-17T14:39:06Z
dc.type.versionpublishedVersioneng
bora.peerreviewedPeer reviewedeng
dc.type.documentJournal article
dc.identifier.cristinID1701546
dc.identifier.doi10.20429/ijsotl.2019.130205eng
dc.source.issn1931-4744eng
dc.relation.journalInternational Journal for the Scholarship of Teaching & Learning


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