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dc.contributor.authorYasué, Maï
dc.contributor.authorJeno, Lucas Matias
dc.contributor.authorLangdon, Jody L.
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.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.publisherCenter for Teaching Excellence at Georgia Southern Universityeng
dc.rightsAttribution-NonCommercial-NoDerivs CC BY-NC-NDeng
dc.titleAre Autonomously Motivated University Instructors More Autonomy-Supportive Teachers?eng
dc.typeJournal articleeng
bora.peerreviewedPeer reviewedeng
dc.type.documentJournal article
dc.relation.journalInternational Journal for the Scholarship of Teaching & Learning

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