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Autonomy and self-determination theo...

Robertson, Laura Elizabeth.

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Autonomy and self-determination theory in different contexts: A comparison of middle school science teachers' motivation and instruction in China and the United States.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Autonomy and self-determination theory in different contexts: A comparison of middle school science teachers' motivation and instruction in China and the United States./
作者:	Robertson, Laura Elizabeth.
面頁冊數:	178 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3975.
Contained By:	Dissertation Abstracts International71-11A.
標題:	Education, Middle School. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3425925
ISBN:	9781124275529

Autonomy and self-determination theory in different contexts: A comparison of middle school science teachers' motivation and instruction in China and the United States.
Robertson, Laura Elizabeth.

Autonomy and self-determination theory in different contexts: A comparison of middle school science teachers' motivation and instruction in China and the United States. - 178 p.

Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3975.

Thesis (Ph.D.)--North Carolina State University, 2010.

This study examined factors that contribute to Chinese and United States middle school science teachers' perceptions of autonomy support. Autonomy is one component of self-determination theory and has been associated with intrinsic motivation. The study used a mixed methods design including quantitative data collected through an online survey and qualitative data collected through open-ended interview questions.

ISBN: 9781124275529Subjects--Topical Terms:

1030813
Education, Middle School.

Autonomy and self-determination theory in different contexts: A comparison of middle school science teachers' motivation and instruction in China and the United States.
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245 1 0 $a Autonomy and self-determination theory in different contexts: A comparison of middle school science teachers' motivation and instruction in China and the United States.
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500 $a Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3975.
500 $a Adviser: M. Gail Jones.
502 $a Thesis (Ph.D.)--North Carolina State University, 2010.
520 $a This study examined factors that contribute to Chinese and United States middle school science teachers' perceptions of autonomy support. Autonomy is one component of self-determination theory and has been associated with intrinsic motivation. The study used a mixed methods design including quantitative data collected through an online survey and qualitative data collected through open-ended interview questions.
520 $a The online survey consisted of four assessments related to teachers' self-determination, perceptions of constraints at work, perceptions of students' self-determination, and level of autonomy support for students and allowed for the testing of the structural model developed by Pelletier, Seguin-Levesque, and Legault (2002). Exploratory factor analysis (EFA) of responses for the combined teacher sample (n=201) was carried out for each of the survey assessments. Significance testing for Chinese (n=107) and U.S. (n=94) teachers, based on the factors resulting from EFA, revealed significant differences in teachers' self-determination and perceptions of constraints at work. No significant differences were found for teachers' perceptions of students' self-determination or level of autonomy support for students. Multiple regression was used to predict teachers' autonomy support for students. For the Chinese teachers, perceptions of constraints at work, teachers' self-determination, and teachers' perceptions of student motivation were found to significantly predict teachers' autonomy support. For the U.S. teachers, teacher motivation was the only significant predictor of teachers' autonomy support.
520 $a A sub-sample of the Chinese and U.S. science teachers (n=19) were interviewed about their perceived levels of autonomy support, constraints at work, and their students' self determination. The analyses of the interviews showed that teachers in both countries reported that autonomy was important to their motivation and the quality of instruction they provided to students. Teachers from the two countries differed in their satisfaction with current levels of autonomy and reported different constraints on teaching science related to materials, lab space, curriculum standards, and assessment.
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