caa a22 4500 445329467 CHVBK 20180317142732.0 cr unu---uuuuu 170323e20110301xx s 000 0 eng 10.1007/s10648-010-9142-7 doi (NATIONALLICENCE)springer-10.1007/s10648-010-9142-7 A Meta-analysis of the Effectiveness of Intervention Programs Designed to Support Autonomy [Elektronische Daten] [Yu-Lan Su, Johnmarshall Reeve] The twofold purpose of the present study was, first, to determine whether training intervention programs designed to help people support the autonomy of others are effective and, second, to identify the set of conditions that allowed these interventions to be most effective. A meta-analysis of the findings from 19 studies with 20 effect sizes showed that the training programs were, overall, effective with a weighted effect size of 0.63. Moderator analyses of the overall effect size showed that the relatively more effective intervention programs were structured in ways that trained multiple elements of autonomy support and were presented in relatively brief (1-3h) sessions in a laboratory training setting that focused on skill-based activities and utilized multiple types of media to deliver its content. Furthermore, relatively effective intervention programs were offered to teachers (rather than to other professionals), trainees (rather than to experienced professionals), and individuals with an autonomy (rather than a control) causality orientation. Though the small number of included studies warrants caution, results generally affirmed the effectiveness of autonomy-supportive training programs and identified the conditions under which future programs can be designed to be highly effective. Springer Science+Business Media, LLC, 2010 Autonomy nationallicence Autonomy support nationallicence Meta-analysis nationallicence Self-determination theory nationallicence Intervention nationallicence Training nationallicence Su Yu-Lan Department of Psychological and Quantitative Foundations, University of Iowa, 361 Lindquist Center, 52242, Iowa City, IA, USA aut Reeve Johnmarshall Korea University, Seoul, South Korea aut Educational Psychology Review Springer US; http://www.springer-ny.com 23/1(2011-03-01), 159-188 1040-726X 23:1<159 2011 23 10648 https://doi.org/10.1007/s10648-010-9142-7 text/html Onlinezugriff via DOI 1 review-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10648-010-9142-7 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Su Yu-Lan Department of Psychological and Quantitative Foundations, University of Iowa, 361 Lindquist Center, 52242, Iowa City, IA, USA aut NATIONALLICENCE 700 1- Reeve Johnmarshall Korea University, Seoul, South Korea aut NATIONALLICENCE 773 0- Educational Psychology Review Springer US; http://www.springer-ny.com 23/1(2011-03-01), 159-188 1040-726X 23:1<159 2011 23 10648 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer