Beyond words: the relevance of autonomy-supportive language in university syllabi
IntroductionUniversity syllabi are a semester-long working tool through which professors present a thematic content program, precise assessment mechanisms, and establish the activities schedule, among other tasks. Teachers can promote high-quality motivation among students through syllabi. The goal...
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Frontiers Media S.A.
2025-02-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1536821/full |
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| author | Dora Herrera Aranza Lira-Delcore Aranza Lira-Delcore Benjamín Lira Luttges |
| author_facet | Dora Herrera Aranza Lira-Delcore Aranza Lira-Delcore Benjamín Lira Luttges |
| author_sort | Dora Herrera |
| collection | DOAJ |
| description | IntroductionUniversity syllabi are a semester-long working tool through which professors present a thematic content program, precise assessment mechanisms, and establish the activities schedule, among other tasks. Teachers can promote high-quality motivation among students through syllabi. The goal of this research was to replicate a previous study on the impact of syllabus language on student motivation.MethodsTwo studies were conducted. Study 1 aimed to examine, in 126 first- and second-year students in Humanities General Studies, how they perceive a syllabus with an autonomy-supportive “tone” vs. one with a controlling language. Study 2 explored, in 261 students, basic psychological needs (BPN) satisfaction and their affective approach to the course. Additionally, it investigated the type of motivation (autonomous vs. controlled) that students prioritize when selecting the course.ResultsFindings from Study 1 suggest that autonomy-supportive syllabi are perceived as more attractive, fair, and respectful from the student’s perspective. Results from Study 2 indicate that autonomy-supportive syllabi are related to a better perception of the course, greater BPN satisfaction, and autonomous motivation from students, increasing the probability of them choosing that subject.DiscussionIt is concluded that promoting autonomy, even through the written language shared between teachers and students, is important for improving teaching quality. |
| format | Article |
| id | doaj-art-a2b1378e240c42e3b76823039ed90a0e |
| institution | Kabale University |
| issn | 1664-1078 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj-art-a2b1378e240c42e3b76823039ed90a0e2025-02-05T07:32:56ZengFrontiers Media S.A.Frontiers in Psychology1664-10782025-02-011610.3389/fpsyg.2025.15368211536821Beyond words: the relevance of autonomy-supportive language in university syllabiDora Herrera0Aranza Lira-Delcore1Aranza Lira-Delcore2Benjamín Lira Luttges3Department of Psychology, Pontifical Catholic University of Peru, Lima, PeruDepartment of Psychology, Pontifical Catholic University of Peru, Lima, PeruNebrija Research Center in Cognition (CINC), Nebrija University, Madrid, SpainDepartment of Psychology, University of Pennsylvania, Philadelphia, PA, United StatesIntroductionUniversity syllabi are a semester-long working tool through which professors present a thematic content program, precise assessment mechanisms, and establish the activities schedule, among other tasks. Teachers can promote high-quality motivation among students through syllabi. The goal of this research was to replicate a previous study on the impact of syllabus language on student motivation.MethodsTwo studies were conducted. Study 1 aimed to examine, in 126 first- and second-year students in Humanities General Studies, how they perceive a syllabus with an autonomy-supportive “tone” vs. one with a controlling language. Study 2 explored, in 261 students, basic psychological needs (BPN) satisfaction and their affective approach to the course. Additionally, it investigated the type of motivation (autonomous vs. controlled) that students prioritize when selecting the course.ResultsFindings from Study 1 suggest that autonomy-supportive syllabi are perceived as more attractive, fair, and respectful from the student’s perspective. Results from Study 2 indicate that autonomy-supportive syllabi are related to a better perception of the course, greater BPN satisfaction, and autonomous motivation from students, increasing the probability of them choosing that subject.DiscussionIt is concluded that promoting autonomy, even through the written language shared between teachers and students, is important for improving teaching quality.https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1536821/fullautonomy-supportcontrolbasic psychological needsself-determination theorysyllabisyllabus |
| spellingShingle | Dora Herrera Aranza Lira-Delcore Aranza Lira-Delcore Benjamín Lira Luttges Beyond words: the relevance of autonomy-supportive language in university syllabi Frontiers in Psychology autonomy-support control basic psychological needs self-determination theory syllabi syllabus |
| title | Beyond words: the relevance of autonomy-supportive language in university syllabi |
| title_full | Beyond words: the relevance of autonomy-supportive language in university syllabi |
| title_fullStr | Beyond words: the relevance of autonomy-supportive language in university syllabi |
| title_full_unstemmed | Beyond words: the relevance of autonomy-supportive language in university syllabi |
| title_short | Beyond words: the relevance of autonomy-supportive language in university syllabi |
| title_sort | beyond words the relevance of autonomy supportive language in university syllabi |
| topic | autonomy-support control basic psychological needs self-determination theory syllabi syllabus |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1536821/full |
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