Instructors’ Support of Student Autonomy in an Introductory Physics Course

Abstract

The role of autonomy in the student experience in a large-enrollment undergraduate introductory physics course was studied from a self-determination theory perspective. A correlational study investigated whether certain aspects of the student experience correlated with how autonomy supportive (versus controlling) students perceived their instructors to be. An autonomy-supportive instructor acknowledges students’ perspectives and feelings and provides students with information and opportunities for choice while minimizing external pressures (e.g., incentives or deadlines). It was found that the degree to which students perceived their instructors as autonomy supportive was positively correlated with student interest and enjoyment in learning physics (β=0.31^{***}) and negatively correlated with student anxiety about taking physics (β=-0.23^{**}). It was also positively correlated with how autonomous (versus controlled) students’ reasons for studying physics became over the duration of the course (i.e., studying physics more because they wanted to versus had to; β=0.24^{***}). This change in autonomous reasons for studying physics was in turn positively correlated with student performance in the course (β=0.17^{*}). Additionally, the degree to which students perceived their instructors as autonomy supportive was directly correlated with performance for those students entering the course with relatively autonomous reasons for studying physics (β=0.25^{**}). In summary, students who perceived their instructors as more autonomy supportive tended to have a more favorable motivational, affective, and performance experience in the course. The findings of the present study are consistent with experimental studies in other contexts that argue for autonomy-supportive instructor behaviors as the cause of a more favorable student experience.