Teachers’ Autonomy Support and Students’ Motivation and Intention of Preventing H1n1 Influenza
D.K.C. Chan1, S.X. Yan2, X. Du3, N.L.D. Chatzisarantis1, M.S. Hagger1
1Curtin University, Australia
2Sichuan University, China
3Hebei University, China
Background: This study, using a quasi-experimental design, examined the effect of teachers’ autonomy support on students’ motivation and intention of wearing facemasks during an H1N1 pandemic situation. Methods: Participants (705 university students from China) were randomly divided into two groups before receiving hypothetical scenarios about an H1N1 pandemic. In the scenario, the teachers asked them to wear facemasks in the classroom, by an autonomy supportive manner (e.g., care, support, and the rationale) for group 1 and by a controlling style (e.g., punishment) for group 2. All participants responded to the items of autonomy support from the teacher, motivation and intention of wearing facemasks in the classroom according to the given scenario. Findings: The autonomy-supportive group reported higher perceived autonomy support and self-determined motivation of facemask wearing in the classroom than the controlling group. Self-determined motivation was a positive predictor of behavioural intention. Discussion: For the prevention of infectious diseases, health messages presented in an autonomy supportive style might be more effective than using controlling or punitive methods.