Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students

Intervention studies based on Self-Determination Theory (SDT) in educational contexts prove the importance of teacher’s motivating interpersonal style, promoting positive results students’ motivation. However, college practices and processes have new challenges. This study examines repercussions an intervention program with autonomy support involvement. The sample was randomly divided into two groups, group composed 12 teachers, aged between 25 56 years (M = 35.38; SD 7.71) 113 students, 18 28 20.53; 2.42); a control consisting 44 35.11; 5.79), 107 39 21; 3.68). Quantitative qualitative data were collected satisfaction basic psychological needs, academic motivation student demonstrate general effectiveness perception to improve involvement; this relationship is mediated by improvement needs are discussed around recommendation motivational strategies that higher education teacher should implement promote