Staff view for Autonomy-supportive language in the syllabus: supporting students from the first day

cdi_crossref_primary_10_1080_13562517_2019_1661375

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      - An autonomy supportive classroom enhances the learning climate and improves
        academic motivation. Alternatively, a controlling classroom environment constricts
        the learning climate and hinders academic motivation. The current study evaluated
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        influenced students' perceptions of a college course. Students were randomly
        assigned to read a syllabus written with either autonomy supportive or controlling
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        climate, intrinsic motivation, satisfaction of their basic psychological needs,
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        the course compared to students who read the controlling syllabus. The findings
        suggest language within a course syllabus can influence student's early perceptions
        of and intentions toward taking a course, but not their reported level of
        intrinsic motivation. Implications for instructors and future directions are
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        academic motivation. Alternatively, a controlling classroom environment constricts
        the learning climate and hinders academic motivation. The current study evaluated
        whether autonomy supportive or controlling language presented in a class syllabus
        influenced students' perceptions of a college course. Students were randomly
        assigned to read a syllabus written with either autonomy supportive or controlling
        language. After reading, participants rated their perceptions of the learning
        climate, intrinsic motivation, satisfaction of their basic psychological needs,
        and intentions to take the class. Analyses revealed that students who viewed
        the autonomy-supportive syllabus had a more overall positive perception of
        the course compared to students who read the controlling syllabus. The findings
        suggest language within a course syllabus can influence student's early perceptions
        of and intentions toward taking a course, but not their reported level of
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        influenced students' perceptions of a college course. Students were randomly
        assigned to read a syllabus written with either autonomy supportive or controlling
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        climate, intrinsic motivation, satisfaction of their basic psychological needs,
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        the course compared to students who read the controlling syllabus. The findings
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