| Self-determination theory holds that psychological need are indispensable psychological nutrition for individual adaptation,integrity and growth.When individuals can experience to choose or decide things according to their own wishes,the need for autonomy will be met.Autonomous need satisfaction is important for the integration of one ’s behavior,thoughts and feelings.At present,self-determination theory has been widely used in school education.As the main body of school education,teachers can provide students with an autonomy support teaching environment in order to meet their autonomy need.Previous studies have focused on the analysis of experience and behavior,but have not clarified the neural basis of teacher autonomy support affecting students ’ academic performance.Since teaching is a dynamic interactive process,f NIRS hyperscanning technology is very suitable for teacher-student interaction research because of its unique advantage that the measured signal is not strongly affected by the eye movement,head movements and other movements of the subjects.Therefore,in this study,4 masters who played teachers and 42 undergraduates who played students as subjects,constituted 42 pairs of teachers and students.They were randomly assigned to the teacher autonomy support and teacher control style groups.By simulating the real teaching process,the brain activity of prefrontal cortex(PFC)and right temporal-parietal junction(TPJ)of teachers and students was measured by using neuroscience technology.With the method of questionnaire,this study investigated how teachers’ autonomy support style affects students’ autonomous motivation,academic emotion and academic achievement.The results showed that:(1)Compared with the teachers’ control style,students in the teachers’ autonomy support style had stronger autonomous motivation and more positive academic emotions.(2)In the mechanism,teachers’ autonomy support enhanced students’ autonomous motivation and positive emotions by satisfying the intermediary path of students’ autonomy need.(3)Compared with the teachers’ control style,students in the teachers’ autonomy support style had stronger interpersonal neural synchronization with teachers in the left prefrontal cortex.(4)Teacher-student interpersonal neural synchronization in the left prefrontal cortex was positively correlated with students’ autonomy need satisfaction and positive emotion.(5)In the dynamic teaching process,206 seconds after the beginning of teaching,there was a significant difference in the time cumulative interpersonal neural synchronization between teacher autonomy support and teacher control style in the left prefrontal cortex,and continued until the end of the teaching process.In the middle stage of teaching,there was a continuous and stable positive correlation between time accumulated interpersonal neural synchronization and students’ autonomous needs satisfaction and positive emotions.These findings suggest that teacher autonomy support style is better for students’ academic development than teacher control style,and interpersonal neural synchronization in the left prefrontal cortex is a neural marker of these two style differences.More importantly,the higher the synchronization,the higher the students’ autonomy need satisfaction and the more positive the academic emotions.This means that teacher-student interpersonal neural synchronization can better reflect the teaching process,such as students’ autonomy need satisfaction and positive emotions,rather than the outcome variables such as academic grade.This provides an entry point for further research on the neural mechanism of autonomy need satisfaction. |
PDF Full Text Request