Autonomy support: teacher beliefs and practices during steam instruction and its influence on elementary students

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dc.contributor Nichols, Sandra
dc.contributor Tomek, Sara
dc.contributor Ashford, Marcus D.
dc.contributor Gray, Rosianna
dc.contributor.advisor Robinson, Cecil D.
dc.contributor.author Sheffield, Adriane Nicole
dc.date.accessioned 2018-06-04T14:57:56Z
dc.date.available 2018-06-04T14:57:56Z
dc.date.issued 2017
dc.identifier.other u0015_0000001_0002884
dc.identifier.other Sheffield_alatus_0004D_13323
dc.identifier.uri http://ir.ua.edu/handle/123456789/3560
dc.description Electronic Thesis or Dissertation
dc.description.abstract Autonomy is the sense that one has control over one’s actions within an environment or that one has some degree of choice over his or her own life. Autonomy support involves an individual who is in a position of authority, (e.g., parent, teacher, coach), taking the perspective of another (e.g. student, child), acknowledging their feelings, and providing opportunities for choice (Reeve, Jang, Carrell, Jeon & Barch, 2004; Roth, Assor, Kanat-Maymon, & Kaplan, 2007). STEAM is a curricular framework that emphasizes project-based learning through the integration of science, technology, engineering, arts and mathematics. This study examined the beliefs and practices of third to fifth grade teachers around student autonomy during STEAM instruction. To meet this purpose, a qualitative analysis of teachers’ epistemological beliefs, classroom instructional practices, and use of autonomy-supportive practices during STEAM instruction was conducted. Next, an examination of students’ perception of and response to autonomy-supportive practices during instruction was conducted using student survey data and coded observations. A belief/practice gap was found among teachers as reported beliefs and teacher practices were qualitatively different. Hierarchical linear modeling was used to examine the impact of student’s perceptions of autonomy, attitudes toward STEAM and teacher’s autonomous practices on student engagement Student perceptions of autonomy and attitudes towards STEAM were found to be significant predictors of student engagement by homeroom, but teacher’s autonomous practices were not at the student level or the teacher level.
dc.format.extent 122 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Educational psychology
dc.subject.other Education
dc.title Autonomy support: teacher beliefs and practices during steam instruction and its influence on elementary students
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Studies in Psychology, Research Methodology, and Counseling
etdms.degree.discipline Educational Psychology
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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