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The impact of motivation and teachers’ autonomy support on children’s executive functions
The present study investigates the interplay of executive functions, motivation, and teacher’s autonomy support in school context. In a cross-sectional study design 208 students from different school types completed a standardized motivation questionnaire and processed two executive function tasks....
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2015
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4327577/ https://www.ncbi.nlm.nih.gov/pubmed/25762958 http://dx.doi.org/10.3389/fpsyg.2015.00146 |
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author | Sosic-Vasic, Zrinka Keis, Oliver Lau, Maren Spitzer, Manfred Streb, Judith |
author_facet | Sosic-Vasic, Zrinka Keis, Oliver Lau, Maren Spitzer, Manfred Streb, Judith |
author_sort | Sosic-Vasic, Zrinka |
collection | PubMed |
description | The present study investigates the interplay of executive functions, motivation, and teacher’s autonomy support in school context. In a cross-sectional study design 208 students from different school types completed a standardized motivation questionnaire and processed two executive function tasks. All teachers who teach these students were asked about their autonomy supporting behavior by a standardized test. Multilevel analyses assessed the effects of the student’s motivation and their teachers’ autonomy support on student’s executive functions. Our results show considerable relationships between these variables: high executive function capacities came along with teacher’s autonomy support and student’s intrinsic motivation styles, whereas low executive function capacities were related to external regulation styles. The results indicate the importance of autonomy support in school instruction and disclose the need to popularize the self-regulation approach. |
format | Online Article Text |
id | pubmed-4327577 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2015 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-43275772015-03-11 The impact of motivation and teachers’ autonomy support on children’s executive functions Sosic-Vasic, Zrinka Keis, Oliver Lau, Maren Spitzer, Manfred Streb, Judith Front Psychol Psychology The present study investigates the interplay of executive functions, motivation, and teacher’s autonomy support in school context. In a cross-sectional study design 208 students from different school types completed a standardized motivation questionnaire and processed two executive function tasks. All teachers who teach these students were asked about their autonomy supporting behavior by a standardized test. Multilevel analyses assessed the effects of the student’s motivation and their teachers’ autonomy support on student’s executive functions. Our results show considerable relationships between these variables: high executive function capacities came along with teacher’s autonomy support and student’s intrinsic motivation styles, whereas low executive function capacities were related to external regulation styles. The results indicate the importance of autonomy support in school instruction and disclose the need to popularize the self-regulation approach. Frontiers Media S.A. 2015-02-13 /pmc/articles/PMC4327577/ /pubmed/25762958 http://dx.doi.org/10.3389/fpsyg.2015.00146 Text en Copyright © 2015 Sosic-Vasic, Keis, Lau, Spitzer and Streb. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Sosic-Vasic, Zrinka Keis, Oliver Lau, Maren Spitzer, Manfred Streb, Judith The impact of motivation and teachers’ autonomy support on children’s executive functions |
title | The impact of motivation and teachers’ autonomy support on children’s executive functions |
title_full | The impact of motivation and teachers’ autonomy support on children’s executive functions |
title_fullStr | The impact of motivation and teachers’ autonomy support on children’s executive functions |
title_full_unstemmed | The impact of motivation and teachers’ autonomy support on children’s executive functions |
title_short | The impact of motivation and teachers’ autonomy support on children’s executive functions |
title_sort | impact of motivation and teachers’ autonomy support on children’s executive functions |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4327577/ https://www.ncbi.nlm.nih.gov/pubmed/25762958 http://dx.doi.org/10.3389/fpsyg.2015.00146 |
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