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

References

• Ames, C., and J. Archer. 1988. “Achievement Goals in the Classroom: Students’ Learning Strategies and Motivation Processes.” Journal of Educational Psychology 80: 260–267.
   Web of Science ®Google Scholar
• Arbuckle, J. L. 2017. Amos (Version 25.0) [Computer Program]. Chicago: IBM SPSS.
   Google Scholar
• Assor, A., H. Kaplan, and G. Roth. 2002. “Choice is Good, but Relevance is Excellent: Autonomy-Enhancing and Suppressing Teacher Behaviours Predicting Students’ Engagement in Schoolwork.” British Journal of Educational Psychology 72: 261–278.
   PubMed Web of Science ®Google Scholar
• Becker, A. H., and S. K. Calhoon. 1999. “What Introductory Psychology Students Attend to on a Course Syllabus.” Teaching of Psychology 26: 6–11.
   Web of Science ®Google Scholar
• Bernaus, M., and R. C. Gardner. 2008. “Teacher Motivation Strategies, Student Perceptions, Student Motivation, and English Achievement.” The Modern Language Journal 92 (3): 387–401.
   Web of Science ®Google Scholar
• Black, A. E., and E. L. Deci. 2000. “The Effects of Instructors’ Autonomy Support and Students’ Autonomous Motivation on Learning Organic Chemistry: A Self-Determination Theory Perspective.” Science Education 84 (6): 740–756.
   Web of Science ®Google Scholar
• Church, M. A., A. J. Elliot, and S. L. Gable. 2001. “Perceptions of Classroom Environment, Achievement Goals, and Achievement Outcomes.” Journal of Educational Psychology 93: 43–54. doi:10.1037//0022-0663.93.1.43.
   Web of Science ®Google Scholar
• Cohen, J. 1988. Statistical Power Analysis for the Behavioral Sciences. New York, NY: Routledge Academic.
   Google Scholar
• Cullen, R., and M. Harris. 2009. “Assessing Learner-Centeredness through Course Syllabi.” Assessment & Evaluation in Higher Education 34: 115–125. doi:10.1080/02602930801956018.
   Web of Science ®Google Scholar
• Curby, T. W., S. E. Rimm-Kaufman, and C. C. Ponitz. 2009. “Teacher-Child Interactions and Children’s Achievement Trajectories Across Kindergarten and First Grade.” Journal of Educational Psychology 101: 912–925. doi:10.1037/a0016647.
   Web of Science ®Google Scholar
• Deci, E. L., and R. M. Ryan. 1985. Intrinsic Motivation and Self-Determination in Human Behavior. New York, NY: Plenum Press.
   Google Scholar
• Deci, E. L., and R. M. Ryan. 2000. “The ‘What’ and ‘Why’ of Goal Pursuits” Human Needs and Self-Determination of Behavior.” Psychological Inquiry 11: 227–268. doi:10.1207/S15327965PLI1104_01.
   Web of Science ®Google Scholar
• Deci, E. L., A. J. Schwartz, L. Sheinman, and R. M. Ryan. 1981. “An Instrument to Assess Adult’s Orientations Toward Control Versus Autonomy with Children: Reflections on Intrinsic Motivation and Perceived Competence.” Journal of Educational Psychology 73 (5): 642–650.
   Web of Science ®Google Scholar
• Deci, E. L., R. J. Vallerand, L. G. Pelletier, and R. M. Ryan. 1991. “Motivation and Education: The Self-Determination Perspective.” Educational Psychologist 26 (3 &4): 325–346.
   Web of Science ®Google Scholar
• Habanek, D. V. 2005. “An Examination of the Integrity of the Syllabus.” College Teaching 53 (2): 62–64.
   Google Scholar
• Hamre, B. K., and R. C. Pianta. 2001. “Early Teacher-Child Relationships and the Trajectory of Children’s School Outcomes through Eighth Grade.” Child Development 72: 625–638.
   PubMed Web of Science ®Google Scholar
• Howard, J. L., M. Gagné, and J. S. Bureau. 2017. “Testing a Continuum Structure of Self-Determined Motivation: A Meta-Analysis.” Psychological Bulletin 143 (12): 1346–1377.
   PubMed Web of Science ®Google Scholar
• Howard, J. L., M. Gagné, A. J. Morin, and J. Forest. 2018. “Using Bifactor Exploratory Structural Equation Modeling to Test for a Continuum Structure of Motivation.” Journal of Management 44 (7): 2638–2664.
   Web of Science ®Google Scholar
• Jenkins-Guarnieri, M. A., A. L. Vaughan, and S. L. Wright. 2015. “Development of a Self-Determination Measure for College Students: Validity Evidence for the Basic Needs Satisfaction at College Scale.” Measurement and Evaluation in Counseling and Development 48 (4): 266–284. https://doi.org/10.1177/0748175615578737.
   Web of Science ®Google Scholar
• Meyers, L. S., G. Gamst, and A. J. Guarino. 2017. Applied Multivariate Research: Design and Interpretation. 3rd ed. Thousand Oaks, CA: SAGE Publications.
   Google Scholar
• Noels, K. A., R. Clement, and L. G. Pelletier. 1999. “Perceptions of Teachers’ Communicative Style and Students’ Intrinsic and Extrinsic Motivation.” The Modern Languages Journal 83: 23–34. doi:10.1111/0026-7902.00003.
   Web of Science ®Google Scholar
• Parkes, J., and M. B. Harris. 2002. “The Purposes of a Syllabus.” College Teaching 50 (2): 55–61.
   Google Scholar
• Patall, E. A., H. Cooper, and S. R. Wynn. 2010. “The Effectiveness of Relative Importance of Choice in the Classroom.” Journal of Educational Psychology 102 (4): 896–915.
   Web of Science ®Google Scholar
• Radel, R., P. Sarrazin, P. Legrain, and C. T. Wild. 2010. “Social Contagion of Motivation Between Teacher and Student: Analyzing Underlying Processes.” Journal of Educational Psychology 102 (3): 577–587.
   Web of Science ®Google Scholar
• Reeve, J. 2002. “Self-Determination Theory Applied to Educational Settings.” In Handbook for Self-Determination, edited by E. L. Deci and R. M. Ryan, 183–203. Rochester, NY: The University of Rochester Press.
   Google Scholar
• Reeve, J. 2006. “Teachers as Facilitators: What Autonomy-Supportive Teachers Do and Why Their Students Benefit.” The Elementary School Journal 106 (3): 225–236.
   Web of Science ®Google Scholar
• Richmond, A. S., J. M. Slattery, N. Mitchell, R. K. Morgan, and J. Becknell. 2016. “Can a Learner-Centered Syllabus Change Students’ Perceptions of Student-Professor Rapport and Master Teacher Behaviors?” Scholarship of Teaching and Learning in Psychology 2: 159–168. doi:10.1037/stl0000066.
   Google Scholar
• Roorda, D. L., H. M. Koomen, J. L. Spilt, and F. J. Oort. 2011. “The Influence of Affective Teacher-Student Relationships on Students’ School Engagement and Achievement: A Meta-Analytic Approach.” Review of Educational Research 81: 493–529.
   Web of Science ®Google Scholar
• Ryan, R. M. 1982. “Control and Information in the Intrapersonal Sphere: An Extension of Cognitive Evaluation Theory.” Journal of Personality and Social Psychology 43 (3): 450–461.
   Web of Science ®Google Scholar
• Ryan, R. M., and E. L. Deci. 2000. “The Darker and Brighter Sides of Human Existence: Basic Psychological Needs as a Unifying Concept.” Psychological Inquiry 11: 319–338. doi:10.1207/S15327965PLI1104_03.
   Web of Science ®Google Scholar
• Ryan, R. M., and E. L. Deci. 2002. “Overview of Self-Determination Theory: An Organismic Dialectical Perspective.” In Handbook for Self-Determination, edited by E. L. Deci and R. M. Ryan, 3–33. Rochester, NY: The University of Rochester Press.
   Google Scholar
• Ryan, R. M., and E. L. Deci. 2009. “Promoting Self-Determined School Engagement: Motivation, Learning, and Well-Being.” In Handbook on Motivation at School, edited by K. R. Wenzel and A. Wigfield, 171–195. New York, NY: Routledge/Taylor & Francis.
   Google Scholar
• Ryan, R. M., and W. S. Grolnick. 1986. “Origins and Pawns in the Classroom: Self-Report and Projective Assessments of Individual Differences in Children’s Perceptions.” Journal of Personality and Social Psychology 50 (3): 550–558.
   Web of Science ®Google Scholar
• Saville, B. K., T. E. Zinn, A. R. Brown, and K. A. Marchuk. 2010. “Syllabus Detail and Students’ Perceptions of Teacher Effectiveness.” Teaching of Psychology 37: 186–189.
   Web of Science ®Google Scholar
• Sheldon, K. M., and L. S. Krieger. 2007. “Understanding the Negative Effects of Legal Education on Law Students: A Longitudinal Test of Self-Determination Theory.” Personality and Social Psychology Bulletin 33 (6): 883–897.
   PubMed Web of Science ®Google Scholar
• Skinner, E. A., and M. J. Belmont. 1993. “Motivation in the Classroom: Reciprocal Effects of Teacher Behavior and Student Engagement Across the School Year.” Journal of Educational Psychology 85 (4): 571–581.
   Web of Science ®Google Scholar
• Ten Cate, O., R. A. Kusurkar, and G. C. Williams. 2011. “How Self-Determination Theory Can Assist our Understanding of the Teaching and Learning Processes in Medical Education. AMEE Guide No. 59.” Medical Teacher 33: 961–973.
   PubMed Web of Science ®Google Scholar
• Tinto, V. 2006. “Research and Practice of Student Retention: What Next?” Journal of College Student Retention: Research, Theory & Practice 8 (1): 1–19.
   Google Scholar
• Trigwell, K., and M. Prosser. 1991. “Improving the Quality of Student Learning: The Influence of Learning Context and Student Approaches to Learning on Learning Outcomes.” Higher Education 22: 251–266.
   Web of Science ®Google Scholar
• Trigwell, K., and M. Prosser. 1996. “Congruence between Intention and Strategy in University Science Teachers’ Approaches to Teaching.” Higher Education 32: 77–87.
   Web of Science ®Google Scholar
• Trigwell, K., and M. Prosser. 2004. “Development and Use of the Approaches to Teaching Inventory.” Educational Psychology Review 16 (4): 409–424.
   Web of Science ®Google Scholar
• Trigwell, K., M. Prosser, and P. Taylor. 1994. “Qualitative Differences in Approaches to Teaching First Year University Science.” Higher Education 27: 75–84.
   Web of Science ®Google Scholar
• Vallerand, R. J., M. S. Fortier, and F. Guay. 1997. “Self-Determination and Persistence in a Real-Life Setting: Toward a Motivational Model of High School Drop-Out.” Journal of Personality and Social Psychology 72 (5): 1161–1176.
   PubMed Web of Science ®Google Scholar
• Vansteenkiste, M., J. Simons, W. Lens, K. M. Sheldon, and E. L. Deci. 2004. “Motivating, Learning, Performance, and Persistence: The Synergistic Effects of Intrinsic Goal Contents and Autonomy-Supportive Contexts.” Journal of Personality and Social Psychology 87 (2): 246–260.
   PubMed Web of Science ®Google Scholar
• Williams, G. C., and E. L. Deci. 1996. “Internalization of Biopsychosocial Values by Medical Students: A Test of Self-Determination Theory.” Journal of Personality and Social Psychology 70: 767–779.
   PubMed Web of Science ®Google Scholar
• Williams, G. C., M. W. Wiener, K. M. Markakis, J. Reeve, and E. L. Deci. 1994. “Medical Student Motivation for Internal Medicine.” Journal of General Internal Medicine 9: 327–333.
   PubMed Web of Science ®Google Scholar
• Young-Jones, A., K. C. Cara, and C. Levesque-Bristol. 2014. “Verbal and Behavioral Cues: Creating an Autonomy-Supportive Classroom.” Teaching in Higher Education 19 (5): 497–509.
   Web of Science ®Google Scholar