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2 references
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- Vol 4 RE: Chapters 13, 14, 15, 17, 19
autonomy-supportive teachingself-determination theorystudent agencypsychological needsmeaningful rationalesinformational languageteacher–student relationshipsmotivational climateJournal article Evidence summaryAt a glance
Reeve uses self-determination theory’s dialectical framework to explain how classroom conditions can support or frustrate students’ inner motivational resources. Autonomy-supportive teachers try to understand students’ perspectives, nurture interests and psychological needs, provide meaningful rationales, use informational rather than pressuring language, acknowledge negative feelings, allow time for self-directed work, and respond to student initiative.
Key ideas
A controlling style instead relies more heavily on directives, external incentives, deadlines, and teacher-centred solutions. Autonomy support does not mean removing structure: students are most engaged when teachers combine choice and voice with clear goals, guidance, feedback, and dependable expectations. The review argues that teachers can learn a more supportive motivating style and that it contributes to engagement, internalisation, well-being, and a stronger teacher–student relationship. For educators, the practical shift is often interpersonal rather than curricular: listen before directing, explain why a constraint matters, offer agency within boundaries, invite students’ thinking, and give hints that preserve ownership.
Why it matters
The article synthesises theory and prior evidence rather than testing a single classroom programme.
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- Vol 2 RE: App D
self-determination theoryautonomycompetencerelatednessmotivation internalizationintrinsic motivationautonomy supportpsychological needsBook Evidence summaryAt a glance
Ryan and Deci present self-determination theory as a broad account of motivation, personality development, and wellness organized through six related mini-theories. Its central claim is that people function and develop more fully when social conditions support three basic psychological needs: autonomy, the experience of acting with volition; competence, effectiveness in valued activity; and relatedness, mutual care and belonging.
Key ideas
Motivation varies in quality, not only quantity. External regulation can be internalized through introjected, identified, and integrated forms, while autonomy support promotes more durable engagement than control. The theory also distinguishes intrinsic motivation, goal contents, causality orientations, relationship processes, and vitality. Evidence spans education, work, health, sport, psychotherapy, digital environments, and culture.
Why it matters
Need support does not mean permissiveness or independence from others; structure, meaningful rationales, acknowledgement of feelings, and choice can coexist. The framework helps educators evaluate whether practices foster agency and competence or produce compliance by pressure.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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