EDUC 712 WEEK 5: BASIC PSYCHOLOGICAL NEEDS: AUTONOMY AND COMPETENCE
WEEK 5: BASIC PSYCHOLOGICAL NEEDS: AUTONOMY AND COMPETENCE
Patall, E. A. & Zambrano, J. (2019). Facilitating student outcomes by supporting autonomy: Implications for practice and policy. Policy Insights from Behavioral and Brain Sciences.
Wallace, T. L & Sung, H.C. (2017). Student perceptions of autonomy-supportive instructional interactions in the middle grades. The Journal of Experimental Education, 85(3), 425-449.
Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588–600.
Rodgers, K. (2016). Retention vs. persistence: A self-determination analysis of students underrepresented in STEM. In J. T. Decuir-Gunby & P. A. Schutz (Eds.), Race and Ethnicity in the Study of Motivation in Education. New York, NY: Routledge.
Kumar, R. Zusho, A. & Bondie, R. (2018) Weaving cultural relevance and achievement motivation into inclusive classroom cultures. Educational Psychologist, 53(2), 78-96.
W5_Autonomy_and_competence ppt. EDUC 712 Google Drive link to readings Patall, E. A. & Zambrano, J. (2019). Facilitating student outcomes by supporting autonomy: Implications for practice and policy. Policy Insights from Behavioral and Brain Sciences. Wallace, T. L & Sung, H.C. (2017). Student perceptions of autonomy-supportive instructional interactions in the middle grades. The Journal of Experimental Education, 85(3), 425-449. Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588–600. Rodgers, K. (2016). Retention vs. persistence: A self-determination analysis of students underrepresented in STEM. In J. T. Decuir-Gunby & P. A. Schutz (Eds.), Race and Ethnicity in the Study of Motivation in Education. New York, NY: Routledge. Kumar, R. Zusho, A. & Bondie, R. (2018) Weaving cultural relevance and achievement motivation into inclusive classroom cultures. Educational Psychologist, 53(2), 78-96.
