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Description
Basing on the findings from experiments conducted in the laboratory, schools, home, and special settings such as fMRI brain scans, Dr. Reeve (University of Iowa) addresses the question, “From where does motivation come?” Reflections on these data draw attention to the need to understand the conditions in which people can generate motivation for themselves, a conclusion that focuses a spotlight on the important motivational role of interpersonal relationships. This focus leads to the another question, “What constitutes a high-quality, engagement-fostering relationship?” Taking a self-determination theory perspective and a practical tone from working with teachers, the talk focuses on the interpersonal effort to support autonomy in others. Dr. Reeve explains what autonomy-supportive relationships are, what autonomy-supportive practitioners say and do, whether autonomy support can be learned, and what benefits accrue to recipients of autonomy support. He emphasizes practical implications and applications of these ideas. Throughout the presentation Dr. Reeve suggest recommendations for promoting autonomy, motivation, and engagement in others.
Psychology, Applied Interpersonal relations Experiments and innovations in education Teaching Learning Social psychology Education Universities and colleges Classroom environment Self-determination (Psychology) Autonomy-Supportive Relationships Functional magnetic resonance imaging (fMRI)
Source
Original video: Digital video cassette; 60 minute DVM; recorded keynote presentation entitled “Relationships that Support Autonomy and Engagement” from the symposium “Enhancing Teaching and Learning: Lessons from Social Psychology” March 28, 2009
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