A magic dwells in each beginning? Contextual effects of autonomy support on students’ intrinsic motivation in unfamiliar situations
Abstract In school classes students inﬂuence each other at conscious and subconscious levels and therefore, tudents’ shared perceptions are considered meaningful for the development of the individual student. This rticle identiﬁed situations where students’ class- verage perceptions of autonomy support add to the predictive validity of students’ individual perceptions for their intrinsic motivation (i.e., a contextual effect). Speciﬁcally, we compared contextual effects of perceived autonomy support on intrinsic motivation in familiar and unfamiliar situations. Familiar situations were represented by mathematics classes at grades six, seven, and eight, because this subject is taught from grade one on. Because in Austria physics classes usually start only at grade six and chemistry classes usually start at grade eight, these classes were considered unfamiliar situations. We found that students’ class-average perceptions of their teachers’ autonomy upport predicted intrinsic motivation only in unfamiliar situations (i.e., in the ﬁrst and in the second year after a subject was newly introduced). These ﬁndings are discussed regarding their meaning for educational ractice
Hier werden alle mit dieser Publikation in Zusammenhang stehenden Forschungsaktivitäten angezeigt. Mit dem untenstehenden Link können sie sich diese Forschungsaktivitäten in der Suche anzeigen lassen und gegebenenfalls exportieren.
(Achtung: Externe Aktivitäten werden im Suchergebnis nicht mitangezeigt)