Abstract Autonomy-supportive teaching is the adoption of a student-focused attitude and an understanding interpersonal tone that enables the skillful enactment of seven autonomy-satisfying instructional behaviors to serve two purposes—support intrinsic motivation and support internalization. Using self-determination theory principles and empirical findings, researchers have developed and implemented numerous teacher-focused and methodologically-rigorous interventions to provide teachers with the professional developmental experience they need to learn how to become more autonomy supportive. The findings from 51 autonomy-supportive teaching interventions (including 38 randomized control trials) collectively show that (1) teachers can learn how to become more autonomy supportive during instruction (autonomy-supportive teaching is malleable) and, once learned, (2) this greater autonomy-supportive teaching produces a wide range of educationally important student, teacher, and classroom climate benefits (autonomy-supportive teaching is beneficial). Recognizing this, the article shows how the recent surge in autonomy-supportive intervention research has advanced the conceptual understanding of the nature of autonomy-supportive teaching and clarified its potential to improve educational practice.

中文翻译：

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自主支持教学：它的延展性、益处和改进教育实践的潜力

摘要 自主支持教学是采用以学生为中心的态度和理解人际交往的基调，能够熟练地制定七种满足自主的教学行为，以达到两个目的——支持内在动机和支持内化。使用自决理论原则和实证研究结果，研究人员开发并实施了许多以教师为中心和方法上严谨的干预措施，为教师提供他们需要的专业发展经验，以学习如何变得更加自主支持。来自 51 项自主支持教学干预（包括 38 项随机对照试验）的结果共同表明（1）教师可以学习如何在教学期间变得更加自主支持（自主支持教学具有可塑性），并且，一旦学会，（2）这种更大的自主支持教学会产生广泛的教育上重要的学生、教师和课堂气氛效益（自主支持教学是有益的）。认识到这一点，文章展示了最近自主支持干预研究的激增如何促进了对自主支持教学本质的概念理解，并阐明了其改善教育实践的潜力。