Supporting and Thwarting Autonomy in the High School Science Classroom

Erika A. Patall, Ariana C. Vasquez, Rebecca R. Steingut, Scott S. Trimble, Keenan A. Pituch

Research output: Contribution to journalArticlepeer-review

22 Scopus citations


This investigation examined relations between adolescent students' daily and cumulative perceptions of teachers' practice and their experience of autonomy. Two-hundred and eighteen high school science students in 43 classes participated in a 6-week diary study. Multilevel modeling results suggested that perceptions of 8 out of 9 practices predicted a change in students' daily autonomy. Results also revealed that autonomy-relevant practices interacted with time, each other, and characteristics of students and classrooms. Implications are discussed.

Original languageEnglish (US)
Pages (from-to)337-362
Number of pages26
JournalCognition and Instruction
Issue number4
StatePublished - Oct 2 2017
Externally publishedYes


  • autonomy support
  • autonomy thwarts
  • diary method
  • motivation
  • psychological needs
  • teaching practice

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Education
  • Developmental and Educational Psychology
  • Psychology(all)


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