Department for Psychiatry and Psychotherapy, University Clinic of Ulm, Ulm Germany.
Transfercenter of Neuroscience and Learning, University of Ulm, Ulm Germany.
Front Psychol. 2015 Feb 13;6:146. doi: 10.3389/fpsyg.2015.00146. eCollection 2015.
The present study investigates the interplay of executive functions, motivation, and teacher's autonomy support in school context. In a cross-sectional study design 208 students from different school types completed a standardized motivation questionnaire and processed two executive function tasks. All teachers who teach these students were asked about their autonomy supporting behavior by a standardized test. Multilevel analyses assessed the effects of the student's motivation and their teachers' autonomy support on student's executive functions. Our results show considerable relationships between these variables: high executive function capacities came along with teacher's autonomy support and student's intrinsic motivation styles, whereas low executive function capacities were related to external regulation styles. The results indicate the importance of autonomy support in school instruction and disclose the need to popularize the self-regulation approach.
本研究探讨了学校环境中执行功能、动机和教师自主性支持之间的相互作用。在一项横断面研究设计中，来自不同学校类型的 208 名学生完成了一项标准化的动机问卷，并完成了两项执行功能任务。所有教授这些学生的教师都通过标准化测试被要求报告他们的自主性支持行为。多层次分析评估了学生的动机和他们的教师的自主性支持对学生执行功能的影响。我们的结果显示了这些变量之间的相当大的关系：高执行功能能力伴随着教师的自主性支持和学生的内在动机风格，而低执行功能能力则与外部调节风格有关。结果表明自主性支持在学校教学中的重要性，并揭示了普及自我调节方法的必要性。
