NDLI: Impact of teachers’ implicit theories and perceived pressures on the establishment of an autonomy supportive climate

Content Provider	Springer Nature Link
Author	Leroy, Nadia Bressoux, Pascal Sarrazin, Phillippe Trouilloud, David
Copyright Year	2007
Abstract	According to self-determination theory, when teachers establish an autonomy supportive climate in the classroom, students demonstrate high levels of self-determination and are intrinsically motivated. The aim of this study was to identify factors leading teachers (N=336) to report that they create such a climate. We conducted a path analysis in order to examine the respective roles of teachers’ implicit theories, their seniority, and their perceptions of pressures at work. We also attempted to find out whether these personal and contextual variables have a direct influence or are mediated by teachers’ self-efficacy. Our first finding was that a theory of academic ability as a fixed trait caused a drop in the teachers’ reported support for autonomy. On the other hand, the belief that academic abilities can be improved through students’ own efforts indirectly favored an autonomy supportive climate by acting positively on the teachers’ self-efficacy. Also, seniority had a significant positive effect on autonomy support that was direct, but was also mediated by self-efficacy. Finally, perceived pressures had a negative impact on reported autonomy support, but their influence was also mediated by self-efficacy.Selon la théorie de l’autodétermination, lorsque les enseignants instaurent en classe un climat motivationnel soutenant l’autonomie, les élèves démontrent de hauts niveaux d’autodéter mination et sont motivés intrinsèquement. La visée de ce travail était d’identifier les facteurs menant les enseignants (N=336) à déclarer générer un tel climat. Nous avons procédé à une analyse en pistes causales dans laquelle nous avons mis en perspective le rôle des théories implicites des enseignants, de leur ancienneté ainsi que celui des contraintes qu’ils perçoivent. Nous avons cherché à savoir si l’influence de ces variables personnelles et contextuelles était directe ou médiatisée par leur auto-efficacité. Il ressort tout d’abord que concevoir l’habileté scolaire comme un trait fixe occasionne une chute dans le soutien de l’autonomie déclaré par les enseignants. En revanche, croire que ces mêmes habiletés sont améliorables grâce aux efforts investis par les élèves favorise indirectement un tel climat motivationnel en agissant positivement sur leur sentiment d’auto-efficacité. Par ailleurs, l’influence de l’ancienneté sur le soutien de l’autonomie est significativement positive et s’exerce de manière directe mais est également médiatisée par l’auto-efficacité. Enfin, les contraintes perçues agissent négativement sur le soutien de l’autonomie déclaré mais leur influence est également médiatisée par le sentiment d’auto-efficacité.
Starting Page	529
Ending Page	545
Page Count	17
File Format	PDF
ISSN	02562928
Journal	European Journal of Psychology of Education
Volume Number	22
Issue Number	4
e-ISSN	18785174
Language	English
Publisher	Springer Netherlands
Publisher Date	2007-01-01
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Autonomy supportive climate Implicit theories of intelligence Self-efficacy Educational Psychology Pedagogic Psychology
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

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