Show simple item record

dc.contributor.authorLOZANO-JIMÉNEZ, JOSÉ EDUARDOspa
dc.contributor.authorHuéscar, Elisaspa
dc.contributor.authorMoreno-Murcia, Juan Antoniospa
dc.description.abstractIntervention studies based on Self-Determination Theory (SDT) in educational contexts prove the importance of the teacher’s motivating interpersonal style, promoting positive results in students’ motivation. However, college practices and processes have new challenges. This study examines the repercussions of an intervention program with autonomy support on students’ involvement. The sample was randomly divided into two groups, an intervention group composed of 12 teachers, aged between 25 and 56 years (M = 35.38; SD = 7.71) and 113 students, aged between 18 and 28 years (M = 20.53; SD = 2.42); and a control group consisting of 12 teachers, aged between 25 and 44 years (M = 35.11; SD = 5.79), 107 students, aged between 18 and 39 years (M = 21; SD = 3.68). Quantitative and qualitative data were collected on the motivating interpersonal style, satisfaction of basic psychological needs, academic motivation and student involvement. The results demonstrate in general the effectiveness of the intervention on the perception of autonomy support to improve student involvement; this relationship is mediated by the improvement of psychological needs and academic motivation. The results are discussed around the recommendation of motivational strategies that the higher education teacher should implement to promote students’ involvement.eng
dc.publisherCorporación Universidad de la Costaspa
dc.rightsCC0 1.0 Universalspa
dc.subjectSelf-determined motivationeng
dc.subjectBasic psychological needseng
dc.subjectInterpersonal styleeng
dc.subjectUniversity studentseng
dc.titleEffects of an autonomy support intervention on the involvement of higher education studentseng
dc.typeArtículo de revistaspa
dc.identifier.instnameCorporación Universidad de la Costaspa
dc.identifier.reponameREDICUC - Repositorio CUCspa
dc.relation.references1. Tikhonova, E.; Raitskaya, L. An Overview of Trends and Challenges in Higher Education on the Worldwide Research Agenda. J. Lang. Educ. 2018, 4, 4–7. [CrossRef]spa
dc.relation.references2. Kuoppakangas, P.; Suomi, K.; Stenvall, J.; Pekkola, E.; Kivisto, J.; Kallio, T. Revisiting the five problems of public sector organisations and reputation management—The perspective of higher education practitioners and ex-academics. Int. Rev. Public Nonprofit Mark. 2019, 16, 147–171. [CrossRef]spa
dc.relation.references3. Al Abduwani, T. Global challenges in higher education: A gulf perspective. Asian J. Soc. Sci. Arts Hum. 2017, 5, 46–
dc.relation.references4. Orazbayeva, B.; Van der Sijde, P.; Baaken, T. Autonomy, competence and relatedness—The facilitators of academic engagement in education-driven university-business cooperation. Stud. High. Educ. 2019. [CrossRef]spa
dc.relation.references5. Siu, O.L.; Bakker, A.B.; Jiang, X. Psychological capital among university students: Relationships with study engagement and intrinsic motivation. J. Happiness Stud. 2014, 15, 979–994. [CrossRef]spa
dc.relation.references6. Gutiérrez, J.; Mondragón, V.; Santacruz, L. Expectativas, necesidades y tendencias de la formación en educación superior en Colombia en pregrado y posgrado: Entre la deserción-perfil y vocación profesional [Expectations, needs and trends of training in higher education in Colombia in undergraduate and graduate: Between dropout-profile and professional vocation]. Rev. Univ. Emp. 2019, 21, 313–345. [CrossRef]spa
dc.relation.references7. Ryan, R.; Deci, E. Self-Determination Theory and the facilitation of intrinsic motivation, social development, and well-being. Am. Psychol. 2000, 55, 68–78. [CrossRef] [PubMed]spa
dc.relation.references8. Nonaillada, J. Applying Self-Determination Theory (SDT) to Faculty Engagement for Curriculum Development. J. Fac. Dev. 2019, 33, 103–
dc.relation.references9. Ryan, R.; Deci, E. Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness; Guilford Publications: New York, NY, USA, 2017; pp. 3–
dc.relation.references10. Fong, C.; Dillard, J.; Hatcher, M. Teaching self-efficacy of graduate student instructors: Exploring faculty motivation, perceptions of autonomy support, and undergraduate student engagement. Int. J. Ed. Res. 2019, 98, 91–105. [CrossRef]spa
dc.relation.references11. Oriol-Granado, X.; Mendoza-Lira, M.; Covarrubias-Apablaza, C.; Molina-López, V. Positive Emotions, Autonomy Support and Academic Performance of University Students: The Mediating Role of Academic Engagement and Self-efficacy. Rev. Psicodidact. 2017, 22, 45–53. [CrossRef]spa
dc.relation.references12. Vermote, B.; Aelterman, N.; Beyers, W.; Aper, L.; Buysschaert, F.; Vansteenkiste, M. The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: A circumplex approach. Motiv. Emot. 2020, 44, 270–294. [CrossRef]spa
dc.relation.references13. Robayo-Tamayo, M.; Blanco-Donoso, L.; Roman, F.; Carmona-Cobo, I.; Moreno-Jimenez, B.; Garrosa, E. Academic engagement: A diary study on the mediating role of academic support. Learn. Individ. Differ. 2020, 80, 101887. [CrossRef]spa
dc.relation.references14. Cheon, S.; Reeve, J.; Vansteenkiste, M. When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students. Teach. Teach. Educ. 2020, 90, 103004. [CrossRef]spa
dc.relation.references15. Deci, E.; Ryan, R. Self-Determination Theory: A Macrotheory of Human Motivation, Development, and Health. Can. Psychol. 2008, 49, 182–185. [CrossRef]spa
dc.relation.references16. Reeve, J. Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive. Educ. Psychol. 2009, 44, 159–175. [CrossRef]spa
dc.relation.references17. Orsini, C.; Binnie, V.; Wilson, S. Determinants and outcomes of motivation in health professions education: A systematic review based on self-determination theory. J. Educ. Eval. Health Prof. 2016, 13, 19. [CrossRef]spa
dc.relation.references18. Patall, E.; Steingut, R.; Vasquez, A.; Trimble, S.; Pituch, K.; Freeman, J. Daily autonomy supporting or thwarting and students’ motivation and engagement in the high school science classroom. J. Educ. Psychol. 2018, 110, 269–288. [CrossRef]spa
dc.relation.references19. Jang, H.; Reeve, J.; Halusic, M. A new autonomy-supportive way of teaching that increases conceptual learning: Teaching in students’ preferred ways. J. Exp. Educ. 2016, 84, 686–701. [CrossRef]spa
dc.relation.references20. Gillet, N.; Morin, A.; Huyghebaert, T.; Burger, L.; Maillot, A.; Poulin, A.; Tricard, E. University students’ need satisfaction trajectories: A growth mixture analysis. Learn. Instr. 2019, 60, 275–285. [CrossRef]spa
dc.relation.references21. Ketonen, E.; Malmberg, L.E.; Salmela-Aro, K.; Muukkonen, H.; Tuominen, H.; Lonka, K. The role of study engagement in university students’ daily experiences: A multilevel test of moderation. Learn. Individ. Differ. 2019, 69, 196–205. [CrossRef]spa
dc.relation.references22. Reeve, J.; Shin, S. How teachers can support students’ agentic engagement. Theory Pract. 2020, 59, 150–161. [CrossRef]spa
dc.relation.references23. Leenknecht, M.; Wijnia, L.; Loyens, S.; Rikers, R. Need-supportive teaching in higher education: Configurations of autonomy support, structure, and involvement. Teach. Teach. Educ. 2017, 68, 134–142. [CrossRef]spa
dc.relation.references24. Vansteenkiste, M.; Aelterman, N.; Haerens, L.; Soenens, B. Seeking stability in stormy educational times: A need-based perspective on (de)motivating teaching grounded in self-determination theory. In Motivation in education at a time of global change: Theory, research, and implications for practice. Adv. Motiv. Achiev. 2019, 20, 53–80. [CrossRef]spa
dc.relation.references25. Behzadniaac, B.; Adachic, P.; Deci, E.; Mohammadzadeha, H. Associations between students’ perceptions of physical education teachers’ interpersonal styles and students’ wellness, knowledge, performance, and intentions to persist at physical activity: A self-determination theory approach. Psychol. Sport Exerc. 2018, 39, 10–19. [CrossRef]spa
dc.relation.references26. Goldman, Z.; Goodboy, A.; Weber, K. College Students’ Psychological Needs and Intrinsic Motivation to Learn: An Examination of Self-Determination Theory. Commun. Q. 2017, 65, 167–191. [CrossRef]spa
dc.relation.references27. Jeno, L.; Danielsen, A.; Raaheim, A. A prospective investigation of students’ academic achievement and dropout in higher education: A Self-Determination Theory approach. Educ. Psychol. 2018, 38, 1163–1184. [CrossRef]spa
dc.relation.references28. Yu, S.; Levesque-Bristol, C. A cross-classified path analysis of the self-determination theory model on the situational, individual and classroom levels in college education. Contemp. Educ. Psychol. 2020, 61, 101857. [CrossRef]spa
dc.relation.references29. Jang, H.; Reeve, J.; Deci, E. Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. J. Educ. Psychol. 2010, 102, 588–600. [CrossRef]spa
dc.relation.references30. Andersen, H.M.; Nielsen, B.L. Video-based analyses of motivation and interaction in science classrooms. Int. J. Sci. Educ. 2013, 35, 906–928. [CrossRef]spa
dc.relation.references31. Kupers, E.; van Dijk, M.; van Geert, P. Changing patterns of scaffolding and autonomy during individual music lessons: A mixed methods approach. J. Learn. Sci. 2017, 26, 131–166. [CrossRef]spa
dc.relation.references32. Green, A. The Influence of Involvement in a Widening Participation Outreach Program on Student Ambassadors’ Retention and Success. Stud. Success 2018, 9, 25–37. [CrossRef]spa
dc.relation.references33. Kahu, E.; Nelson, K. Student Engagement in the Educational Interface: Understanding the Mechanisms of Student Success. High. Educ. Res. Dev. 2018, 37, 58–71. [CrossRef]spa
dc.relation.references34. Hospel, V.; Galand, B. Are both classroom autonomy support and structure equally important for students’ engagement? A multilevel analysis. Learn. Instr. 2016, 41, 1–10. [CrossRef]spa
dc.relation.references35. Martinek, D.; Zumbach, J.; Carmignola, M. The impact of perceived autonomy support and autonomy orientation on orientations towards teaching and self-regulation at university. Int. J. Educ. Res. 2020, 102, 101574. [CrossRef]spa
dc.relation.references36. Xu, B.; Chen, N.; Chen, G. Effects of teacher role on student engagement in WeChat-Based online discussion learning. Comput. Educ. 2020, 157, 103956. [CrossRef]spa
dc.relation.references37. Langdon, J.; Schlote, R.; Melton, B.; Tessier, D. Effectiveness of a need supportive teaching training program on the developmental change process of graduate teaching assistants’ created motivational climate. Psychol. Sport Exerc. 2017, 28, 11–23. [CrossRef]spa
dc.relation.references38. Badiozaman, I.A.; Leong, H.; Ikus, O. Investigating student engagement in Malaysian higher education: A self-determination theory approach. J. Furth. High. Educ 2019. [CrossRef]spa
dc.relation.references39. Moreno-Murcia, J.A.; Huéscar, E.; Pintado, R.; Marzo, J.C. Diseño y validación de la Escala de Apoyo a la Autonomía en educación superior: Relación con la competencia laboral del discente [Design and validation of the Autonomy Support Scale in higher education: Relationship with the student’s labor competence]. Rev. Esp. Orientac. Psicopedag. 2019, 30, 116–130. [CrossRef]spa
dc.relation.references40. Moreno-Murcia, J.; Huéscar, E.; Ruiz-González, L. Perceptions of Controlling Teaching Behaviors and the Effects on the Motivation and Behavior of High School Physical Education Students. Int. J. Environ. Res. Public Health 2018, 15, 2288. [CrossRef] [PubMed]spa
dc.relation.references41. Núñez, J.; Martín-Albo, J.; Navarro, J. Validación de la versión española de la Échelle de Motivation en Éducation [Validation of the Spanish version of the Échelle de Motivation en Éducation]. Psicothema 2005, 17, 344–
dc.relation.references42. León, J.; Domínguez, E.; Núñez, J.; Pérez, A.; Martín Albo, J. Translation and validation of the Spanish version of the Échelle de satisfaction des Besoins Psychologiques in academic context. An. Psicol. 2011, 27, 405–411. [CrossRef]spa
dc.relation.references43. Núñez, J.; León, J. Determinants of classroom engagement: A prospective test based on self-determination theory. Teach. Teach. 2019, 25, 147–159. [CrossRef]spa
dc.relation.references44. Barrachina, J. Efecto del Apoyo a la Autonomía en el Enfoque por Competencias en Educación Física [Effect of Autonomy support in the Competence Approach in physical Education]. Ph.D. Thesis, Universidad Miguel Hernández, Elche, Spain, July
dc.relation.references45. Cheon, S.H.; Reeve, J. A classroom-based intervention to help teachers decrease students’ amotivation. Contemp. Educ. Psychol. 2015, 40, 99–111. [CrossRef]spa
dc.relation.references46. Smith, J.A.; Eatough, V. Interpretative phenomenological analysis. In Analysing Qualitative Data in Psychology; Lyons, E., Coyle, A., Eds.; SAGE Publications: Thousand Oaks, CA, USA, 2007; pp. 35–50. [CrossRef]spa
dc.relation.references47. Deci, E.; Ryan, R. Self-determination research: Reflections and future directions. In Handbook of Self-Determination Research; Deci, E., Ryan, R., Eds.; University of Rochester Press: Rochester, NY, USA, 2002; pp. 431–
dc.relation.references48. Perlman, D.; Webster, C. Supporting Student Autonomy in Physical Education. J. Phys. Educ. Recreat. Danc. 2011, 82, 46–49. [CrossRef]spa
dc.relation.references49. Perlman, D. Help motivate the amotivated by being a supportive teacher. Phys. Educ. Sport Pedagog. 2015, 20, 204–214. [CrossRef]spa
dc.relation.references50. Reeve, J.; Jang, H.; Carrell, D.; Jeon, S.; Barch, J. Enhancing Students’ Engagement by Increasing Teachers’ Autonomy Support. Motiv. Emot. 2004, 28, 147–169. [CrossRef]spa
dc.relation.references51. Reeve, J.; Jang, H. What teachers say and do to support students’ autonomy during a learning activity. J. Educ. Psychol. 2006, 98, 209–218. [CrossRef]spa
dc.relation.references52. Lyons, E.; Cole, A. Analysing Qualitative Data in Psychology; SAGE: London, UK,
dc.relation.references53. Braun, V.; Clarke, V. Using thematic analysis in psychology. Qual. Res. Psychol. 2006, 3, 77–101. [CrossRef]spa
dc.relation.references54. Bryman, A. Social Research Methods; Oxford University Press: Oxford, UK,
dc.relation.references55. Goetz, J.; Lecompte, M. Etnografía y Diseño Cualitativo en Investigación Educative [Ethnography and Qualitative Design in Educational Research]; Morata: Madrid, Spain,
dc.relation.references56. Huberman, A.; Miles, M. Data Management and Analysis Methods. In Handbook of Qualitative Research; Denzin, K., Lincoln, Y., Eds.; SAGE: Thousand Oaks, CA, USA, 1994; pp. 428–
dc.relation.references57. Rodríguez, G.; Gil, J.; García, E. Metodología de la Investigación Cualitativa [Qualitative Research Methodology]; Aljibe: Archidona, Spain,
dc.relation.references58. Campbell, D.; Stanley, J. Experimental and Quasi-Experimental Designs for Research; Rand McNally: Chicago, IL, USA,
dc.relation.references59. Visser, V.; Kusurkar, R.; Croiset, G.; Ten Cate, O.; Westerveld, H. Students’ motivation for interprofessional collaboration after their experience on an IPE ward: A qualitative analysis framed by self-determination theory. Med. Teach. 2019, 41, 44–52. [CrossRef]spa
dc.relation.references60. Zazo, R.; Peruyero, F.; Moreno-Murcia, J. Autonomy support in the aquatic motivational healthy program through the SDT. Motricidade 2018, 14, 95–106. [CrossRef]spa
dc.relation.references61. Shannon Hsieh, H.F.; Shannon, S.E. Three approaches to qualitative content analysis. Qual. Health Res. 2005, 15, 1277–1288. [CrossRef]spa
dc.relation.references62. Sarrazin, P.; Tessier, D.; Pelletier, L.; Trouilloud, D.; Chantal, C. The effects of teachers’ expectations about students’ motivation on teacher’s autonomy-supportive and controlling behavior. Int. J. Sport Exerc. Psychol. 2006, 4, 283–301. [CrossRef]spa
dc.relation.references63. Trigueros, R.; Mínguez, L.A.; González-Bernal, J.J.; Jahouh, M.; Soto-Camara, R.; Aguilar-Parra, J. Influence of Teaching Style on Physical Education Adolescents’ Motivation and Health-Related Lifestyle. Nutrients 2019, 11, 2594. [CrossRef]spa
dc.relation.references64. Sanchez-Rosas, J.; Takaya, P.; Molinari, A. The Role of Teacher Behavior, Motivation and Emotion in Predicting Academic Social Participation in Class. Pensando Psicol. 2016, 12, 39–53. [CrossRef]spa
dc.relation.references65. Deci, E.; Vallerand, R.; Pelletier, L.; Ryan, R. Motivation and Education: The Self-Determination Perspective. Educ. Psychol. 1991, 26, 325–346. [CrossRef]spa
dc.relation.references66. Moreno-Murcia, J.; Huéscar, E.; Nuñez, J.; León, J.; Valero-Valenzuela, A.; Conte, L. Protocolo de estudio cuasi-experimental para promover un estilo interpersonal de apoyo a la autonomía en docentes de educación física [Protocol quasi-experimental study to promote interpersonal style autonomy support in physical education teachers]. Cuad. Psicol. Deporte 2019, 19, 83–101. [CrossRef]spa
dc.relation.references67. Moreno-Murcia, J.; Ruiz, M.; Vera, J. Predicción del soporte de autonomía, los mediadores psicológicos y la motivación académica sobre las competencias básicas en estudiantes adolescentes [Prediction of Autonomy Support, Psychological Mediators and Academic Motivation on Basic Competences in Adolescent Students]. Rev. Psicol. 2015, 20, 359–376. [CrossRef]spa
dc.relation.references68. Wang, Y.; Qiao, D.; Chui, E. Student Engagement Matters: A Self-Determination Perspective on Chinese MSW Students’ Perceived Competence after Practice Learning. Br. J. Soc. Work 2018, 48, 787–807. [CrossRef]spa
dc.relation.references69. Matos, L.; Reeve, J.; Herrera, D.; Claux, M. Students’ Agentic Engagement Predicts Longitudinal Increases in Perceived AutonomySupportive Teaching: The Squeaky Wheel Gets the Grease. J. Exp. Educ. 2018, 86, 579–596. [CrossRef]spa
dc.relation.references70. UN Sustainable Development Goals. Available online: (accessed on 23 March 2021).spa

Files in this item


This item appears in the following Collection(s)

  • Artículos científicos [2783]
    Artículos de investigación publicados por miembros de la comunidad universitaria.

Show simple item record

CC0 1.0 Universal
Except where otherwise noted, this item's license is described as CC0 1.0 Universal