Teacher Autonomy Support: Does It Hinder Motivation among Thai Students?

Purpose: This article examined the relevance of teacher autonomy support [TAS] among Thai students. It is based on a study conducted to compare the effects of TAS on motivation among Thai students. The issue of motivation among Asian students has invited controversy as few cross-cultural relativists have claimed that Asian students get motivated when teachers use controlling strategies. Methodology: The study collected data through a quasi-experimental study with an appended ABA withdrawal design. The subjects were 105 Thai students who completed self-reported questionnaires that assessed perceived autonomy support, intrinsic motivation and self-regulation, before, after and on withdrawal of experiment intervention. Findings: MANOVA results revealed that students in the experimental group who were in the autonomy supportive teaching-learning environment reported greater interest, effort, relatedness and integrated regulation compared to the control group taught using a traditional approach. Furthermore, students in the experimental group experienced less pressure and reported less external regulation compared to the control group. Significance: The findings support the claim in Self-determination theory (SDT) that autonomy is not a culturally bound value, and is a pedagogical concept equally relevant to Thai students as it facilitates motivation. The findings will encourage Thai educators to adopt autonomy as a pedagogical concept that will help facilitate motivation among their students.