نوع مقاله : مقاله پژوهشی
نویسنده
گروه زبان انگلیسی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد ارومیه، ارومیه ، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسنده [English]
Based on Self-Determination Theory (Deci & Ryan, 1985, 2000), The present study aimed to examine the correlational model between teachers’ interpersonal behavior styles (need-supportive and need-thwarting) and academic engagement in English as a Foreign Language (EFL) class, with particular emphasis on the mediating role of autonomous and controlled motivation. This study is a descriptive-correlational study and is a part of applied research in terms of purpose . A total of 305 male and female students from the second level of secondary education were selected using a cluster random sampling method. Participants completed validated questionnaires assessing need-supportive and need-thwarting teacher behaviors, autonomous and controlled motivation, and academic engagement. Data were analyzed using path analysis within the structural equation modeling framework. The results indicated that need-supportive and need-thwarting teacher behaviors significantly predicted students’ academic engagement in English language classrooms, in positive and negative directions, respectively. Moreover, autonomous motivation mediated the relationships between teachers’ interpersonal behavior and academic engagement. So, creating psychologically need-supportive learning environments can enhance students’ engagement in English language classrooms by promoting autonomous motivation.
کلیدواژهها [English]
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