Students' autonomy and teacher's interpersonal style in self-determination theory

Abstract

Starting from psychological needs that are considered basic within self-determination theory (autonomy, competence and relatedness), the importance of encouraging students' autonomy in school context is particularly emphasised. Appreciation of students' autonomy has a stimulating effect on school achievement, conceptual understanding, creativity development, strengthening of self-esteem, and students adapt better to school system and demonstrate a larger degree of internalisation of school rules and intrinsic motivation. Teachers' behavioural style largely determines the degree of students' autonomy in school life and work. Self-determination theory implies the necessity of agreement between the developmental need for autonomy in children and the level of adult control and distinguishes between two styles of interpersonal behavior of teachers: (a) those who offer support to students' autonomy by their behavior and (b) those that are predominantly inclined to control students' behavior. This paper also points out to different strategies that can be applied by teachers in working with students in school, which also contribute to the development of students' autonomy. What is especially encouraging is the fact that it is possible to learn and to develop 'appreciation of students' autonomy' as teacher's interpersonal style.

Polazeći od psiholoških potreba koje se u okviru teorije samodeterminacije shvataju kao osnovne (autonomija, kompetentnost i bliska povezanost sa drugim osobama), posebno se ističe značaj podsticanja učeničke autonomije u školskom kontekstu. Uvažavanje učeničke autonomije podsticajno deluje na školsko postignuće, pojmovno razumevanje, razvijanje kreativnosti, jačanje samopouzdanja, učenici se bolje prilagođavaju školskom sistemu, pokazuju veći stepen internalizacije školskih pravila i intrinzične motivacije. Stil ponašanja nastavnika u mnogome određuje stepen autonomije učenika u školskom životu i radu. Teorija samodeterminacije implicira neophodnost saglasja između razvojne potrebe za autonomijom kod dece i nivoa kontrole odraslih i razlikuje dva stila interpersonalnog ponašanja nastavnika: (a) oni koji svojim ponašanjem pružaju podršku autonomiji učenika i (b) oni koji su pretežno skloni kontroli učeničkog ponašanja. Ovaj članak ukazuje i na različite strategije koje nastavnici mogu da primene u radu sa učenicima u školi, a koje doprinose razvijanju učeničke autonomije. Posebno ohrabruje činjenica da je 'uvažavanje učeničke autonomije' kao interpersonalni stil nastavnika moguće učiti i razvijati.