Benita Moti, Matos Lennia
Department of Education, Ben-Gurion University of the Negev, Beersheva, Israel.
Department of Psychology, Ponifical Catholic University of Peru, Lima, Peru.
Front Psychol. 2021 Feb 5;11:599303. doi: 10.3389/fpsyg.2020.599303. eCollection 2020.
Two linked studies explored whether students' perceptions differentiate between teachers' autonomy support and control when presenting mastery goals, and the outcomes of these two practices, in terms of students' internalization of mastery goals and their behavioral engagement. In two phases, Study 1 ( = 317) sought to validate a new instrument assessing students' perceptions of teachers' autonomy support and control when presenting mastery goals. Study 2 ( = 1,331) demonstrated that at both within- and between-classroom levels, perceptions of teachers' autonomy support for mastery goals were related to students' mastery goals' endorsement and behavioral engagement. These relations were mediated by students' autonomous reasons to pursue learning activities. Perceptions of teachers' control predicted disengagement through controlled reasons for learning, but only at the within-classroom level. This research joins a growing body of work demonstrating that combining achievement goal theory with SDT can further our understanding of the underpinnings of achievement motivation. It suggests that if teachers want their students to endorse mastery goals (and be more engaged), they need to use more autonomy supportive practices and less controlling ones.
两项相关研究探讨了在呈现掌握目标时，学生的认知是否能区分教师的自主支持和控制，以及这两种做法在学生掌握目标的内化及其行为参与方面的结果。在两个阶段中，研究1（N = 317）试图验证一种新工具，该工具用于评估学生在呈现掌握目标时对教师自主支持和控制的认知。研究2（N = 1331）表明，在课堂内和课堂间层面，对教师掌握目标自主支持的认知都与学生对掌握目标的认可和行为参与有关。这些关系是由学生追求学习活动的自主原因介导的。对教师控制的认知通过学习的受控原因预测了脱离，但仅在课堂内层面如此。这项研究加入了越来越多的研究工作，这些研究表明将成就目标理论与自我决定理论相结合可以进一步加深我们对成就动机基础的理解。它表明，如果教师希望学生认可掌握目标（并更积极参与），他们需要更多地采用自主支持性做法，而减少控制性做法。
