Amotivation and influence of teacher support dimensions: A self-determination theory approach.
Amotivation
Middle school
Teacher autonomy
Teacher relatedness support
Teacher structure
Journal
Heliyon
ISSN: 2405-8440
Titre abrégé: Heliyon
Pays: England
ID NLM: 101672560
Informations de publication
Date de publication:
Jul 2021
Jul 2021
Historique:
received:
17
07
2020
revised:
21
03
2021
accepted:
23
06
2021
entrez:
19
7
2021
pubmed:
20
7
2021
medline:
20
7
2021
Statut:
epublish
Résumé
Based on self-determination theory the study seeks to examine influence of teacher autonomy support, structure and relatedness support on amotivation of middle school students. This correlational study based in Indian sub-continent establishes that all three dimensions of teacher support (i.e., teacher autonomy, teacher structure and teacher relatedness support) reduces amotivation however teacher structure have the strongest influence. No gender and age differences were reported for the study. Study highlights the importance of reverse side of motivation (amotivation) and predicates that teacher support is essential not only in increasing motivation but also in reducing amotivation. Training teachers is necessary to increase their ability of providing autonomy support, structure and relatedness support.
Identifiants
pubmed: 34278021
doi: 10.1016/j.heliyon.2021.e07410
pii: S2405-8440(21)01513-9
pmc: PMC8264603
doi:
Types de publication
Journal Article
Langues
eng
Pagination
e07410Informations de copyright
© 2021 Published by Elsevier Ltd.
Déclaration de conflit d'intérêts
The authors declare no conflict of interest.
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