Exercising Control: Perceptions of Autonomy as a

Source of Self-Efficacy in Reading and Mathematics

Amanda R. Butz Ellen L. Usher

University of Kentucky EARLI 2013

Social Cognitive Theory

Bandura, 1986, 1997

Can I do this?

ENVIRONMENTAL FACTORS

PERSONAL FACTORS

BEHAVIOR

Sources of Self-Efficacy

Mastery Experience

Vicarious Experience

Social Persuasions

Emotional/ Physiological

State

Bandura, 1997

Sources of Self-Efficacy

Mastery Experience

Vicarious Experience

Social Persuasions

Emotional/ Physiological

State

Other Sources?

Self-Determination Theory

Competence

Relatedness

Autonomy

Deci & Ryan, 2000

Theoretical connections

ENVIRONMENTAL FACTORS

PERSONAL FACTORS

BEHAVIOR

Ryan & Deci, 2000

self-efficacy perceived competence autonomy support

Purpose of the Study

Mastery Experience

Vicarious Experience

Social Persuasions

Emotional/ Physiological

State

Perceived Autonomy Support

Participants

White 53% African

American 31%

Hispanic 9%

Asian 3%

Other 4%

•  N = 1,904 math; N = 1,793 reading •  U.S. Students Grades 4-8 (ages 9-14) •  50% Girls •  54% Free/Reduced-Price Lunch

Measures

  Sources of Self-Efficacy (adapted from Usher & Pajares, 2009)

  I do well on math/reading assignments (.75 < α < .87)

  Perceived Autonomy Support (adapted from Williams & Deci, 1996)

  My math/language arts teacher tries to understand how I see things. (.83 < α < .85)

  General Self-Efficacy   In general, how confident are you in your abilities in math/

reading? ( α = .93)

  Self-Efficacy for Self-Regulated Learning   How well can you finish your math/reading homework on

time? (.92 < α < .93)

Measures

  Sources of Self-Efficacy (adapted from Usher & Pajares, 2009)

  I do well on math/reading assignments (.75 < α < .87)

  Perceived Autonomy Support (adapted from Williams & Deci, 1996)

  My math/language arts teacher tries to understand how I see things. (.83 < α < .85)

  General Self-Efficacy   In general, how confident are you in your abilities in math/

reading? ( α = .93)

  Self-Efficacy for Self-Regulated Learning   How well can you finish your math/reading homework on

time? (.92 < α < .93)

Measures

  Sources of Self-Efficacy (adapted from Usher & Pajares, 2009)   I do well on math/reading assignments (.75 < α < .87)

  Perceived Autonomy Support (adapted from Williams & Deci, 1996)

  My math/language arts teacher tries to understand how I see things. (.83 < α < .85)

  General Self-Efficacy   In general, how confident are you in your abilities in math/

reading? ( α = .93)

  Self-Efficacy for Self-Regulated Learning   How well can you finish your math/reading homework on

time? (.92 < α < .93)

Measures

  Sources of Self-Efficacy (adapted from Usher & Pajares, 2009)   I do well on math/reading assignments (.75 < α < .87)

  Perceived Autonomy Support (adapted from Williams & Deci, 1996)

  My math/language arts teacher tries to understand how I see things. (.83 < α < .85)

  General Self-Efficacy   In general, how confident are you in your abilities in math/

reading? ( α = .93)

  Self-Efficacy for Self-Regulated Learning   How well can you finish your math/reading homework on

time? (.92 < α < .93)

Analyses

Mastery Experience

Social Persuasion

Vicarious Experience

Physiological State

Autonomy Support

General Self-Efficacy

Self-Efficacy for Self-Regulated

Learning

Step 1 Step 2

Results

Means, Standard Deviations, and Zero-Order Correlations

Results - Mathematics

General Self-Efficacy Self-Efficacy for Self-Regulated Learning

Variable Step 1 Step 2 Step 1 Step 2

Mastery Experience (β)

Social Persuasion (β)

Vicarious Experience (β)

Negative Physiological State (β)

Perceived Autonomy Support (β)

F

Model R2

R2 change

*p < .05, **p < .01, ***p < .001

Results - Mathematics

General Self-Efficacy Self-Efficacy for Self-Regulated Learning

Variable Step 1 Step 2 Step 1 Step 2

Mastery Experience (β) .373*** .194***

Social Persuasion (β) .137*** .159***

Vicarious Experience (β) .069** .148***

Negative Physiological State (β) -.100*** -.174***

Perceived Autonomy Support (β)

F 261.204 214.235 Model R2 .353*** .309*** R2 change

*p < .05, **p < .01, ***p < .001

Results - Mathematics

General Self-Efficacy Self-Efficacy for Self-Regulated Learning

Variable Step 1 Step 2 Step 1 Step 2

Mastery Experience (β) .373*** .375*** .194*** .197***

Social Persuasion (β) .137*** .118*** .159*** .136***

Vicarious Experience (β) .069** .032 .148*** .104***

Negative Physiological State (β) -.100*** -.076** -.174*** -.144***

Perceived Autonomy Support (β) .174*** .210***

F 261.204 233.843 214.235 203.574 Model R2 .353*** .379*** .309*** .347*** R2 change .026*** .038***

*p < .05, **p < .01, ***p < .001

Results - Mathematics

General Self-Efficacy Self-Efficacy for Self-Regulated Learning

Variable β rst (Uniqueness)

β rst (Uniqueness)

Mastery Experience .375*** .936 12.4% .197*** .854 3.2%

Social Persuasion .118*** .814 1.1% .136*** .812 1.4%

Vicarious Experience .032 .625 <1% .104*** .699 1.2%

Negative Physiological State -.076** -.718 <1% -.144*** -.744 2.6%

Perceived Autonomy Support .174*** .552 6.8% .210*** .637 11%

*p < .05, **p < .01, ***p < .001

Results - Reading

General Self-Efficacy Self-Efficacy for Self-Regulated Learning

Variable Step 1 Step 2 Step 1 Step 2

Mastery Experience (β)

Social Persuasion (β)

Vicarious Experience (β)

Negative Physiological State (β)

Perceived Autonomy Support (β)

F

Model R2

R2 change

*p < .05, **p < .01, ***p < .001

Results - Reading

General Self-Efficacy Self-Efficacy for Self-Regulated Learning

Variable Step 1 Step 2 Step 1 Step 2

Mastery Experience (β) .297*** .158***

Social Persuasion (β) .135*** .155***

Vicarious Experience (β) .032 .145***

Negative Physiological State (β) -.169*** -.198***

Perceived Autonomy Support (β)

F 176.719 161.622

Model R2 .281*** .266***

R2 change

*p < .05, **p < .01, ***p < .001

Results - Reading

General Self-Efficacy Self-Efficacy for Self-Regulated Learning

Variable Step 1 Step 2 Step 1 Step 2

Mastery Experience (β) .297*** .282*** .158*** .146***

Social Persuasion (β) .135*** .125*** .155*** .145***

Vicarious Experience (β) .032 .000 .145*** .117***

Negative Physiological State (β) -.169*** -.159 *** -.198*** -.189***

Perceived Autonomy Support (β) .177*** .155***

F 176.719 161.947 161.622 144.004

Model R2 .281*** .309*** .266*** .287***

R2 change .028*** .022***

*p < .05, **p < .01, ***p < .001

Results - Reading

General Self-Efficacy Self-Efficacy for Self-Regulated Learning

Variable β rst (Uniqueness)

β rst (Uniqueness)

Mastery Experience .282*** .896 11% .146*** .825 3.1%

Social Persuasion .125*** .743 1.6% .145*** .797 3.1%

Vicarious Experience .000 .534 <1% .117*** .680 2.8%

Negative Physiological State -.159 *** -.732 4.9% -.189*** -.724 8.0%

Perceived Autonomy Support .177*** .545 9.1% .155*** .541 7.3%

*p < .05, **p < .01, ***p < .001

Discussion

Discussion - Math

  Autonomy support helps students feel more confident about managing their work in mathematics.

Discussion - Reading

  Autonomy support helps students to feel more confident about their abilities in reading.

  Choice may be an important indicator of autonomy support.

Implications

  Teachers must balance choice and control.

Implications

  Autonomy support is not a magic bullet.

  What makes a student feel more confident may vary by academic domain.

Autonomy Support

= ?

Questions?

Thank you!

www.p20motivationlab.org email: amanda.butz@uky.edu

This research was partially funded by the 2010-2013 American Psychological Association Division 15 Early Career Research Award