dc.contributor.author | Yasué, Maï | |
dc.contributor.author | Jeno, Lucas Matias | |
dc.contributor.author | Langdon, Jody L. | |
dc.date.accessioned | 2020-06-26T11:51:13Z | |
dc.date.available | 2020-06-26T11:51:13Z | |
dc.date.issued | 2019 | |
dc.Published | Yasué 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):1-14 | eng |
dc.identifier.issn | 1931-4744 | |
dc.identifier.uri | https://hdl.handle.net/1956/23048 | |
dc.description.abstract | We 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. | en_US |
dc.language.iso | eng | eng |
dc.publisher | Center for Teaching Excellence at Georgia Southern University | eng |
dc.relation.uri | https://digitalcommons.georgiasouthern.edu/ij-sotl/vol13/iss2/5 | |
dc.rights | Attribution-NonCommercial-NoDerivs CC BY-NC-ND | eng |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | eng |
dc.title | Are Autonomously Motivated University Instructors More Autonomy-Supportive Teachers? | eng |
dc.type | Peer reviewed | |
dc.type | Journal article | |
dc.date.updated | 2020-01-17T14:39:06Z | |
dc.description.version | publishedVersion | |
dc.identifier.doi | https://doi.org/10.20429/ijsotl.2019.130205 | |
dc.identifier.cristin | 1701546 | |
dc.source.journal | International Journal for the Scholarship of Teaching & Learning | |