Progress-focused

Recent research ( Woznicki et al., 2023 ) examines the formation of classroom microclimates within STEM courses. This study looked at how course goal structures and instructor mindsets contribute to these microclimates and their impact on student perceptions and experiences.

Self-determination theory (SDT) was developed by Edward Deci and Richard Ryan . They are now among the most-cited psychologists in the world. SDT is the best-researched and most influential motivation theory today. We discuss the value of the SDT for education, showing how important autonomy support and structure are for good motivation.

Various studies have shown that the quality of motivation of students usually decreases during a school year. This declined motivation is accompanied by feeling less well and functioning less well (in terms of behavior and grades). Rinat Cohen et al. (2022) investigated the reasons for this declining motivation. 

As parents, we think few things are more important than that our children are doing well. Fortunately, through the way we raise them, we can have a significant impact on their mental health. In order to be able to use that influence properly, it is important to know what works well in parenting. Joussemet et al. (2018) are currently conducting research of which the results are not yet in. Their description of their research is interesting anyway because it provides insight into some key aspects of effective parenting.

Autonomy support is effective in parenting, in teaching, and in leadership at work. Some incorrectly think that a remark like this should be read as a plea for 'anything goes'. Autonomy support does not mean that no structure is offered. Autonomy support and structure go hand in hand. Offering structure strengthens the perception of autonomy and is even often a prerequisite for it. I elaborate this thought using the context of education as an example.

George, a high school teacher, looked into the classroom of his colleague Bill and saw, to his amazement, that the students of the class, which had a reputation of being a very difficult class, were quietly working. At lunch break he asked Bill with a surprized smile: "How did you get them to do that, man? I get nothing but trouble from this class. I see no other solution than to get really tough with them. That'll teach them!" Bill smiled and then explained how he used the principle of autonomy-support in his classroom and he said this worked rather well. He explained that this meant, among other things, to provide many choices for students, taking students' feelings and opinions quite seriously, and avoiding controlling language. When he heard that, George said: "That sounds rather naive of you. If you do that they will walk right over you!"