Page 211 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 211
the relationship between teachers’ teaching styles, students’ engagement ...
Teaching style and students’ self-determination
Self-determination is another important outcome of a positive stu-
dent-teacher relationship and teaching style. Different studies show the im-
pact of teaching style on students’ self-determination. Environments that
support students’ needs for competence and self-determination are auton-
omy-supportive environments (authoritative teaching style), whereas those
that neglect and frustrate these needs are controlling environments (au-
thoritarian teaching style) (Deci & Ryan, 1987; Reeve et al., 1999). When
students have autonomy-supportive teachers (Deci, Schwartz, Scheinman,
& Ryan, 1981; Deci, Spiegel, Ryan, Koestner, & Kauffman, 1982) or when
students perceive their teachers to be relatively autonomy-supportive
(Grolnick & Ryan, 1987; Rigby, Deci, Patrick, & Ryan, 1992), they show rela-
tively high levels of self-determination (Deci & Ryan, 1985; Vallerand et al.,
1997), competence (Deci, Nezlek, & Sheinman, 1981; Ryan & Grolnick, 1986),
and valuing of school and school work (Ryan & Connell, 1989). When sup-
ported and nurtured in the classroom, these motivational resources pro-
vide students with the motivational foundation they need to become high-
ly engaged in school and committed to graduating and not at risk for ESL
(Vallerand et al., 1997). According to self-determination theory, students
become engaged in school-related activity when school activities are inter-
esting, relevant to their everyday lives, and affirm and value their compe-
tencies. Perceptions of self-determination and competence build students’
internal motivational resources that support their engagement and persis-
tence in school. The important role teachers play in helping students de-
velop these internal motivational resources occurs through the provision
of autonomy-supportive classrooms, their supportive teaching style – au-
thoritative teaching style and their responsiveness to students’ individual
needs, ideas etc.
Teaching style impact on ESL
Different characteristics of the authoritative teaching style (such as warmth,
openness, support, supervision etc.) have been shown to help students at
risk for ESL stay more engaged in school and thus be less prone to drop-
ping out. For example, Fallu and Janosz (2003) showed that warm rela-
tionships with teachers decreased the ESL risk of at-risk students whereas
conflictual relationships had negative consequences for all students in the
classroom (also for students not at risk for ESL). Students who experience a
warm relationship with their teacher are 16% less likely to leave school than
211
Teaching style and students’ self-determination
Self-determination is another important outcome of a positive stu-
dent-teacher relationship and teaching style. Different studies show the im-
pact of teaching style on students’ self-determination. Environments that
support students’ needs for competence and self-determination are auton-
omy-supportive environments (authoritative teaching style), whereas those
that neglect and frustrate these needs are controlling environments (au-
thoritarian teaching style) (Deci & Ryan, 1987; Reeve et al., 1999). When
students have autonomy-supportive teachers (Deci, Schwartz, Scheinman,
& Ryan, 1981; Deci, Spiegel, Ryan, Koestner, & Kauffman, 1982) or when
students perceive their teachers to be relatively autonomy-supportive
(Grolnick & Ryan, 1987; Rigby, Deci, Patrick, & Ryan, 1992), they show rela-
tively high levels of self-determination (Deci & Ryan, 1985; Vallerand et al.,
1997), competence (Deci, Nezlek, & Sheinman, 1981; Ryan & Grolnick, 1986),
and valuing of school and school work (Ryan & Connell, 1989). When sup-
ported and nurtured in the classroom, these motivational resources pro-
vide students with the motivational foundation they need to become high-
ly engaged in school and committed to graduating and not at risk for ESL
(Vallerand et al., 1997). According to self-determination theory, students
become engaged in school-related activity when school activities are inter-
esting, relevant to their everyday lives, and affirm and value their compe-
tencies. Perceptions of self-determination and competence build students’
internal motivational resources that support their engagement and persis-
tence in school. The important role teachers play in helping students de-
velop these internal motivational resources occurs through the provision
of autonomy-supportive classrooms, their supportive teaching style – au-
thoritative teaching style and their responsiveness to students’ individual
needs, ideas etc.
Teaching style impact on ESL
Different characteristics of the authoritative teaching style (such as warmth,
openness, support, supervision etc.) have been shown to help students at
risk for ESL stay more engaged in school and thus be less prone to drop-
ping out. For example, Fallu and Janosz (2003) showed that warm rela-
tionships with teachers decreased the ESL risk of at-risk students whereas
conflictual relationships had negative consequences for all students in the
classroom (also for students not at risk for ESL). Students who experience a
warm relationship with their teacher are 16% less likely to leave school than
211
