An Autonomy Support Motivation Intervention with Pre-Service Teachers: Do the Strategies that They Intend to Use Change?

• Author / Creator

  Radil, Amanda I.

• Self-Determination Theory posits that autonomy is one of three psychological needs whose fulfillment leads to an optimally motivating learning environment. A quasi-experimental design was used to see if the motivational strategies that preservice teachers intended to use in their classrooms changed after they were presented with an evidence-based autonomy-support motivation intervention. A mixed randomized-repeated measures ANOVA revealed that the strategies change significantly in comparison to a control group, with both a main effect of time (F (1,60) = 13.84, p > .001) and a significant interaction effect (F (1,60) = 8.07, p = .01). Analysis revealed that preservice teachers in both groups endorsed autonomy-supportive motivational strategies at similar levels before the intervention; those who took part in the intervention endorsed significantly more autonomy-supportive strategies after the intervention than the control group. The effects of novelty and usefulness of content were explored. Implications, suggestions for further research and future applications are discussed.

• Subjects / Keywords

  • Interventions
  • Teacher Education
  • Preservice Teachers
  • Self-Determination Theory
  • Motivation Strategies
  • Motivations
  • Autonomy Support

• Graduation date

  Fall 2012

• Type of Item

  Thesis

• Degree

  Master of Education

• DOI

  https://doi.org/10.7939/R3SM06

• License

  This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.