self-determination theory (sdt) states that satisfaction of basic psychological needs, including the need for autonomy, competence and relatedness will lead to intrinsic motivation. this study examines the relationship between basic psychological needs and intrinsic motivation of iranian female students in mathematics. for this purpose, 382 students of five school responded to the scale of intr...

  The study aimed at measuring the perceived burnout levels of Iranian (N= 230) and Turkish (N=156) EFL teachers, determining the teacher autonomy predictors of EE, DP and PA burnout processes, and exploring their cross-cultural roles. The MBI-ES was used to measure the perceived burnout levels of the participants, and a self-developed Teacher Autonomy Scale (11 items) based on the six-compone...

Because of the importance of instructor success in the adequacy of instruction and learning, this study aimed to explain the impact of two factors, namely language teachers’ professional identity and autonomy, with respect to their success. To this end, 190 Iranian EFL teachers, including university lecturers and language institute teachers, participated in this study. As for data collection, t...

one of the most important issues in educational psychology is school engagement and academic achievement among students. based on self system model, a set of contextual factors (relations with teachers like perceived autonomy, structure, and involvement) through personal psychological characteristics (autonomy, relatedness, competence) is related to school engagement. the purpose of this study ...

Teacher-learner autonomy, by analogy with previous definitions of language learner autonomy, might be defined as the ability to develop appropriate skills, knowledge and attitudes for oneself as a teacher, in cooperation with others. By focusing on the teacher as learner in this manner I do not mean to diminish the importance of ‘being free from constraints on one’s teaching’, i.e. teacher auto...

BACKGROUND AND AIMS This article examines two questions concerning teacher-behaviours that are characterised in Self-Determination Theory (Ryan & Deci, 2000) as autonomy-supportive or suppressive: (1) Can children differentiate among various types of autonomy-enhancing and suppressing teacher behaviours? (2) Which of those types of behaviour are particularly important in predicting feelings tow...