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Teaching in Higher Education
Critical Perspectives
Volume 26, 2021 - Issue 4
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Articles

Autonomy-supportive language in the syllabus: supporting students from the first day

Adena Young-Jonesa Psychology Department (Hill Hall 319), Missouri State University, Springfield, MO, USACorrespondence[email protected]
,
Chantal Levesqueb Center for Instructional Excellence, Purdue University, West Lafayette, IN, USAORCID Iconhttps://orcid.org/0000-0001-5034-0028
ORCID Icon,
Sophie Fursac Psychology Department, Central Michigan University, Mt. Pleasant, MI, USA
&
Jason McCaind Department of Health Science and Wellness, Northwest Missouri State University, Maryville, MO, USA
Pages 541-556 | Received 08 Jan 2018, Accepted 23 Aug 2019, Published online: 03 Sep 2019

Citations (3)

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Read on this site (1)

Fatma Basri. (2023) Factors influencing learner autonomy and autonomy support in a faculty of education. Teaching in Higher Education 28:2, pages 270-285.
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Articles from other publishers (2)

Elisabeth E. Schussler, Maryrose Weatherton, Miranda M. Chen Musgrove, Jennifer R. Brigati & Benjamin J. England. (2021) Student Perceptions of Instructor Supportiveness: What Characteristics Make a Difference?. CBE—Life Sciences Education 20:2, pages ar29.
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Branko Vermote, Nathalie Aelterman, Wim Beyers, Leen Aper, Fanny Buysschaert & Maarten Vansteenkiste. (2020) The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach. Motivation and Emotion 44:2, pages 270-294.
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