Page 566 - Istenič Andreja, Gačnik Mateja, Horvat Barbara, Kukanja Gabrijelčič Mojca, Kiswarday Vanja Riccarda, Lebeničnik Maja, Mezgec Maja, Volk Marina. Ur. 2023. Vzgoja in izobraževanje med preteklostjo in prihodnostjo. Koper: Založba Univerze na Primorskem
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Žnidaršič in Maja Lebeničnik
self-determination theory, satisfying the need for autonomy in an educational
context is important because it promotes the development of internal or in-
trinsic forms of learning motivation. Teachers can either satisfy or thwart their
students’ need for autonomy through various motivational approaches, teach-
ing strategies, and classroom management methods. In a study involving 78
teachers from various primary schools in Slovenia, we investigated the extent
to which teachers satisfy their students’ need for autonomy and the ways in
which they do so. We were also interested in whether the length of a teacher’s
work experience plays a significant role in this regard. The results showed that
teachers equally incorporate organizational, procedural, and cognitive sup-
port for autonomy in their teaching. We also found that teachers with more
working years use more autonomy-supportive motivational approaches than
teachers with fewer years of work experience. Contrary to expectations, there
was no statistically significant association between motivational strategies
that satisfy/thwart autonomy and different ways of promoting autonomy dur-
ing teaching. We also did not find any differences in the use of autonomy-
promoting strategies based on teachers’ work experience.
Keywords: self-determination theory, autonomy, primary school, motivation,
control, autonomy support
566
self-determination theory, satisfying the need for autonomy in an educational
context is important because it promotes the development of internal or in-
trinsic forms of learning motivation. Teachers can either satisfy or thwart their
students’ need for autonomy through various motivational approaches, teach-
ing strategies, and classroom management methods. In a study involving 78
teachers from various primary schools in Slovenia, we investigated the extent
to which teachers satisfy their students’ need for autonomy and the ways in
which they do so. We were also interested in whether the length of a teacher’s
work experience plays a significant role in this regard. The results showed that
teachers equally incorporate organizational, procedural, and cognitive sup-
port for autonomy in their teaching. We also found that teachers with more
working years use more autonomy-supportive motivational approaches than
teachers with fewer years of work experience. Contrary to expectations, there
was no statistically significant association between motivational strategies
that satisfy/thwart autonomy and different ways of promoting autonomy dur-
ing teaching. We also did not find any differences in the use of autonomy-
promoting strategies based on teachers’ work experience.
Keywords: self-determination theory, autonomy, primary school, motivation,
control, autonomy support
566
