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Item type:Publication, Beyond words: the relevance of autonomy-supportive language in university syllabi(Frontiers Media, 2025-01-01)Introduction: University syllabi are a semester-long working tool through which professors present a thematic content program, precise assessment mechanisms, and establish the activities schedule, among other tasks. Teachers can promote high-quality motivation among students through syllabi. The goal of this research was to replicate a previous study on the impact of syllabus language on student motivation. Methods: Two studies were conducted. Study 1 aimed to examine, in 126 first- and second-year students in Humanities General Studies, how they perceive a syllabus with an autonomy-supportive "tone" vs. one with a controlling language. Study 2 explored, in 261 students, basic psychological needs (BPN) satisfaction and their affective approach to the course. Additionally, it investigated the type of motivation (autonomous vs. controlled) that students prioritize when selecting the course. Results: Findings from Study 1 suggest that autonomy-supportive syllabi are perceived as more attractive, fair, and respectful from the student's perspective. Results from Study 2 indicate that autonomy-supportive syllabi are related to a better perception of the course, greater BPN satisfaction, and autonomous motivation from students, increasing the probability of them choosing that subject. Discussion: It is concluded that promoting autonomy, even through the written language shared between teachers and students, is important for improving teaching quality.1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, An Autonomy-Supportive Teaching Intervention Benefits Students in a Low-SES School Setting(Taylor & Francis, 2025-01-01)We conducted the first autonomy-supportive teaching intervention in a low SES school setting. We hypothesized that the teacher-focused intervention would increase students' psychological need satisfaction and classroom engagement—just as it has been demonstrated to do in previous interventions conducted in more advantaged schools. We randomly assigned 28 Peruvian teachers who taught 14 different subjects (e.g., math) in grades 7–11 in a very low SES school district to participate or not in the autonomy-supportive teaching workshop (i.e., experimental vs. control condition). Their 672 students (332 females, 339 males) self-reported their perceived teacher support, need satisfaction (autonomy, competence, relatedness), and classroom engagement at the beginning, middle, and end of a semester. A structural equation modeling analysis showed that the hypothesized model fit the data well, and that experimental condition predicted students' T2 need satisfaction, T2 need satisfaction predicted students' T3 classroom engagement, and T2 need satisfaction mediated the effect that experimental condition had on T3 classroom engagement. These findings show that an autonomy-supportive teaching intervention can work in a low-SES setting and not just in socioeconomically advantaged schools.1