Verbal and behavioral cues: Creating an autonomy-supportive classroom
Teaching practices can create a range of autonomy-supportive or controlling learning environments. Research shows that autonomy-supportive techniques are more conducive to positive learning outcomes than controlling techniques. This study focused on simple verbal and behavioral cues that any teacher could use to create a positive learning environment, foster motivation, and improve participation. Students were randomly assigned to autonomous or controlling conditions wherein they were exposed to a brief recorded lecture that mimicked a first-day-of-class experience. To examine language and behavior separately, participants observed a video-only (n = 59), audio-only (n = 53), or video/audio combined delivery of the lecture (n = 60). Participants rated their perceptions of the learning climate, satisfaction of their basic psychological needs, and preference to take the course. The most significant results were found in the audio and video/audio combined deliveries suggesting that simple changes in teachers' language can create autonomy-supportive or controlling learning environments.
academic motivation, autonomy, basic needs, learning environment, teaching
Young-Jones, Adena, Kelly Copeland Cara, and Chantal Levesque-Bristol. "Verbal and behavioral cues: creating an autonomy-supportive classroom." Teaching in Higher Education 19, no. 5 (2014): 497-509.
Teaching in Higher Education