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How K-12 teachers can put self-determination theory principles into practice

University of Wisconsin-Milwaukee, USA, reeve{at}uwm.edu

Marc Halusic

University of Iowa, USA

We discuss how K-12 teachers can put motivational principles from self-determination theory into practice. To explain the `how to' of autonomy-supportive teaching, we answer eight frequently asked questions from teachers: What is the goal of autonomy-supportive teaching? How is autonomy-supportive teaching unique? Does autonomy support mean permissiveness? How would I encourage students' initial engagement in learning activities? How could I help students maintain their engagement? What would I say/How might I talk? How would I solve motivational and behavioral problems? How do I know if I provided instruction in an autonomy-supportive way? To answer these questions, we recommend the following classroom practices: take the students' perspective, display patience to allow time for learning, nurture inner motivational resources, provide explanatory rationales, rely on noncontrolling language, and acknowledge and accept expressions of negative effect.

Key Words: autonomy support • engagement • motivation • self-determination theory • teaching • inner motivational resources

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Theory and Research in Education, Vol. 7, No. 2, 145-154 (2009)
DOI: 10.1177/1477878509104319


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This Article Abstract Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Scopus Google Scholar Articles by Reeve, J. Articles by Halusic, M. Social Bookmarking                         What's this?