have a critical role in supporting or thwarting autonomy in the learning students’ context. An effective way to improve the role in supporting autonomy was teachers’ children’s found to be holding professional development workshops for teachers. The findings of Reeve, Jang, Carrell, Jeon, and Barch (2004) showed that giving teachers one informational session on how to support student autonomy was effective in supporting autonomy. However, there have been no children’s “effective autonomy-supportive professional development which focused on the promotion of programs” “explicitly reading (De Naeghel et al., 2016, p. 235). Hence, there is a need for motivation” conducting such professional workshops with teachers that aim to promote children’s reading motivation, which this study sought to do. Studies indicate that autonomy support relates to the needs of competence and the relatedness. Engaging students in activities that satisfy their autonomy leads to enhancing their competence, which in turn increases their enjoyment (Black & Deci, 2000). Guay, Boggiano, and Vallerand (2001) studied which needs affected the others, and their findings indicated that satisfying autonomy leads to increasing students’ intrinsic motivation, which in turn enhances student competency. With regard to the need of relatedness, Ryan (1992) argued that autonomy and relatedness are not as antithetical as previously thought; they are complementary and they support each other. This means that the need of autonomy, in some way, supports both the needs for competence and relatedness, which are discussed next. Need for Competence It is necessary here to clarify exactly what is meant by competence. Deci and Ryan (2002, p. 7) define competence by stating that it, to feeling effective in one's “refers ongoing interactions with the social environment and experiencing opportunities to exercise and express one's in order to get desired outcomes (Deci & Ryan, capacities”, 2002, p. 7). Another definition of competence is need to interact effectively with “the environmental (Reeve, 2012, p. 104). The need for competence has one’s surroundings” been studied in different contexts. In the educational context, the need for competence is basically the need to understand the school work in order to support the student’s individual need to experience a sense of effectiveness (Stefanou et al., 2004). White
have a critical role in supporting or thwarting students’ autonomy in the learning context. An effective way to improve the teachers’ role in supporting children’s autonomy was found to be holding professional development workshops for teachers. The findings of Reeve, Jang, Carrell, Jeon, and Barch (2004) showed that giving teachers one informational session on how to support student autonomy was effective in supporting children’s autonomy. However, there have been no “effective autonomy-supportive professional development programs” which “explicitly focused on the promotion of reading motivation” (De Naeghel et al., 2016, p. 235). Hence, there is a need for conducting such professional workshops with teachers that aim to promote children’s reading motivation, which this study sought to do. Studies indicate that autonomy support relates to the needs of competence and the relatedness. Engaging students in activities that satisfy their autonomy leads to enhancing their competence, which in turn increases their enjoyment (Black & Deci, 2000). Guay, Boggiano, and Vallerand (2001) studied which needs affected the others, and their findings indicated that satisfying students’ autonomy leads to increasing intrinsic motivation, which in turn enhances student competency. With regard to the need of relatedness, Ryan (1992) argued that autonomy and relatedness are not as antithetical as previously thought; they are complementary and they support each other. This means that the need of autonomy, in some way, supports both the needs for competence and relatedness, which are discussed next. Need for Competence It is necessary here to clarify exactly what is meant by competence. Deci and Ryan (2002, p. 7) define competence by stating that it, “refers to feeling effective in one's ongoing interactions with the social environment and experiencing opportunities to exercise and express one's capacities”, in order to get desired outcomes (Deci & Ryan, 2002, p. 7). Another definition of competence is “the need to interact effectively with one’s environmental surroundings” (Reeve, 2012, p. 104). The need for competence has been studied in different contexts. In the educational context, the need for competence is basically the student’s need to understand the school work in order to support the individual need to experience a sense of effectiveness (Stefanou et al., 2004). White
Promoting%20Reading%20for%20Pleasure%20with%20Kindergarten%20Children%20in%20Saudi%20Arabia.docx