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Intensive Reading Teachers' Descript...

Vich, Amy Noelle.

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Intensive Reading Teachers' Descriptions of Autonomy-Supportive Teaching.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Intensive Reading Teachers' Descriptions of Autonomy-Supportive Teaching./
Author:	Vich, Amy Noelle.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	369 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
Contained By:	Dissertations Abstracts International85-05A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30693547
ISBN:	9798380830492

Intensive Reading Teachers' Descriptions of Autonomy-Supportive Teaching.
Vich, Amy Noelle.

Intensive Reading Teachers' Descriptions of Autonomy-Supportive Teaching. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 369 p.

Source: Dissertations Abstracts International, Volume: 85-05, Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2023.

This item must not be sold to any third party vendors.

The purpose of this qualitative descriptive study was to explore how intensive reading teachers describe the influence of autonomy-supportive teaching on intrinsic motivation and behavioral engagement for high school students in Central Florida. The theoretical foundation was based on Deci and Ryan's self-determination theory. Three RQs regarding the influence of autonomy, competence, and relatedness on intrinsic motivation and behavioral engagement for high school students guided this study. A total sample of n=26 participants (26 open-ended questionnaire participants from which 14 also completed the semi-structured interviews) was used to collect data. A demographic survey was utilized as an additional data source to help profile the sample. Thematic analysis was inductive and used in the data analysis. A total of six themes were developed. Themes 1 and 2 answered RQ1 by describing autonomy as influenced by both independence of the student and the classroom environment. Themes 3 and 4 answered RQ2 by describing competence as influenced by classroom expectations and student needs. Themes 5 and 6 answered RQ3 by describing relatedness as influenced by student interactions and teachers' connections. Practical implications and conclusions include: 1) It is important for intensive reading teachers to recognize the importance of the classroom environment; 2) Intensive reading teachers can use the findings to revise teaching techniques to support the basic psychological needs of the students; 3) Intensive reading teachers should be creating, fostering, and building positive relationships. Future studies should conduct qualitative research on autonomy-supportive teaching to further understand student motivation.

ISBN: 9798380830492Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Autonomy

Intensive Reading Teachers' Descriptions of Autonomy-Supportive Teaching.
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300 $a 369 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
500 $a Advisor: Zakrzewski, Jeffry Lynn.
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506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this qualitative descriptive study was to explore how intensive reading teachers describe the influence of autonomy-supportive teaching on intrinsic motivation and behavioral engagement for high school students in Central Florida. The theoretical foundation was based on Deci and Ryan's self-determination theory. Three RQs regarding the influence of autonomy, competence, and relatedness on intrinsic motivation and behavioral engagement for high school students guided this study. A total sample of n=26 participants (26 open-ended questionnaire participants from which 14 also completed the semi-structured interviews) was used to collect data. A demographic survey was utilized as an additional data source to help profile the sample. Thematic analysis was inductive and used in the data analysis. A total of six themes were developed. Themes 1 and 2 answered RQ1 by describing autonomy as influenced by both independence of the student and the classroom environment. Themes 3 and 4 answered RQ2 by describing competence as influenced by classroom expectations and student needs. Themes 5 and 6 answered RQ3 by describing relatedness as influenced by student interactions and teachers' connections. Practical implications and conclusions include: 1) It is important for intensive reading teachers to recognize the importance of the classroom environment; 2) Intensive reading teachers can use the findings to revise teaching techniques to support the basic psychological needs of the students; 3) Intensive reading teachers should be creating, fostering, and building positive relationships. Future studies should conduct qualitative research on autonomy-supportive teaching to further understand student motivation.
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