We’re excited to share our new article, now published in the Journal of Educational Psychology, on how science teachers’ cultural engagement and autonomy-supportive practices relate to students’ psychological need satisfaction and engagement in high school chemistry and physics. Drawing on longitudinal survey data from diverse urban high school students during COVID-19, we found that these two sets of practices are closely linked, and that their associations with student outc
We’re excited to share that Erika Patall was named the 2025 recipient of the Educational Psychologist “Article of the Year” award for her article titled, “A meta-analysis of teachers’ provision of structure in the classroom and students’ academic competence beliefs, engagement, and achievement“. Congratulations to Erika and the team on this achievement!
Take a look at our group’s latest paper published in Contemporary Educational Psychology! Across three studies, we validated a measure of Race-Reimaged Autonomy Supportive Instruction (RR-ASI), which showed an association with students’ autonomy and emotional engagement beyond SDT-defined autonomy support.
