Teacher's
Guide to Motivation
High
Autonomy Support
Nurtures Inner Motivational
Resources
* Interest, Enjoyment, Sense
of Challenge
* Creates Opportunities for
Initiative
Informational Language
* Informational, Flexible
* Provides Choices, Options
* Identifies Value, Meaning,
Use, Benefit, Importance of Requests
Acknowledges & Accepts
Students’ Negative Affect
* Listens Carefully, Openly,
Understandingly
*
Accepts Negative Affect, Complaints are OK
Low
Autonomy Support
Relies on Extrinsic Sources
of Motivation
* Offers Incentives,
Consequences, Directives
* Makes Assignments, Seeks
Compliance
Controlling Language
* Pressuring, Ego-Involving
* Should, Must, Have to, Got
to
* Neglects Value, Meaning,
Use, Benefit, Importance of Requests
Counters & Tries to
Change Students’ Negative Affect
* Blocks/Counters Expressions
of Negative Affect
* Negative Affect is Not OK,
Is Unacceptable, Is Something to be Changed/Fixed
During
Lesson Introduction
High
Structure
Clear,
Understandable, Explicit, Detailed Directions
*
“What to do” is Clear
*
Well Organized
*
Frames Upcoming Lesson Well
Low
Structure
Absent,
Unclear, Ambiguous, Confusing Directions
*
“What to do” is Absent, Confusing
*
Poorly Organized
*
No Clear Frame for Upcoming Lesson
During
Lesson
High
Structure
Strong
Guidance
*
Much Guidance, Leadership
*
Clear Action Plan, Clear Goal
*
Many Control-Establishing Hints
Low
Structure
Weak
Guidance
*
Little Guidance, Leadership
*
No Action Plan, No Goal
*
Few Control-Establishing Hints
During
Feedback
High
Structure
Skill-Building,
Instructive
*
Constructive, Informative
*
Competence-Relevant Information
Low
Structure
None,
Ambiguous
*
None, Off-Task, Rambling
*
Competence-Irrelevant Information
Source:
Jang, H., Reeve, J., & Deci, E. (2010). Engaging students in
learning activities: It is not autonomy support or structure but
autonomy support and structure. Journal of Educational Psychology,
102(3), 588-600.
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