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Autonomy-Supportive Teacher Behaviours and Their Impact on Student Attendance at University Level

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Title: Autonomy-Supportive Teacher Behaviours and Their Impact on Student Attendance at University Level
Language: English
Authors: Gizem Mutlu Gülbak, Okan Gülbak
Source: Teaching & Learning Inquiry. 2025 13.
Availability: University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Personal Autonomy, Student Motivation, Teacher Behavior, College Freshmen, Student Attitudes, Teacher Role, Humor, Verbal Communication, Attendance, Caring, Interaction, Foreign Countries, Student Participation, College Faculty
Geographic Terms: Turkey
ISSN: 2167-4779
2167-4787
Abstract: Previous research on the motivation types located along a self-determination continuum revealed that the autonomy in students' motivation has a positive impact on getting favourable results and underlined the importance of autonomy-supportive environments. Given that teacher behaviour is addressed as one of the forms of autonomy-supportive environments, the present study aimed to understand the nature of teacher behaviours in a mass course where the students explained the teacher as the most important motivational drive for their attendance in lectures. To this end, 101 first-year students studying at the Faculty of Humanities and Social Sciences participated in semi-structured interviews. The content analysis of qualitative data showed that the students were motivated by the teachers' structured guidance, promotion of active participation, and acknowledgement of their ideas. Most importantly, their responses showed that lively teaching performance with use of humour and changing the tone of voice were the most important factors influencing their attendance behaviour. The results indicated that attendance was autonomously motivated by not only teachers' informative, interactive, and caring behaviours but also teaching performance with some desired characteristics for university level students.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1477810
Database: ERIC
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  Data: University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: Previous research on the motivation types located along a self-determination continuum revealed that the autonomy in students' motivation has a positive impact on getting favourable results and underlined the importance of autonomy-supportive environments. Given that teacher behaviour is addressed as one of the forms of autonomy-supportive environments, the present study aimed to understand the nature of teacher behaviours in a mass course where the students explained the teacher as the most important motivational drive for their attendance in lectures. To this end, 101 first-year students studying at the Faculty of Humanities and Social Sciences participated in semi-structured interviews. The content analysis of qualitative data showed that the students were motivated by the teachers' structured guidance, promotion of active participation, and acknowledgement of their ideas. Most importantly, their responses showed that lively teaching performance with use of humour and changing the tone of voice were the most important factors influencing their attendance behaviour. The results indicated that attendance was autonomously motivated by not only teachers' informative, interactive, and caring behaviours but also teaching performance with some desired characteristics for university level students.
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      – Text: English
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      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Personal Autonomy
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Teacher Behavior
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      – SubjectFull: College Freshmen
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Humor
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      – SubjectFull: Verbal Communication
        Type: general
      – SubjectFull: Attendance
        Type: general
      – SubjectFull: Caring
        Type: general
      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Student Participation
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      – SubjectFull: College Faculty
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      – SubjectFull: Turkey
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