Autonomy-supportive and controlling language in undergraduate biology syllabi

ABSTRACT Syllabi are important sources of information for topics covered, how to contact the instructor, and grading and attendance policies. In this study, we used the framework of self-determination theory to better understand how language in the syllabi might reflect autonomy-supportive or controlled style, which has been shown to influence student motivation. In addition, we characterized positive and negative emotion word usage with a natural language processing tool, LIWC. We used qualitative thematic analysis to identify themes in attendance policies under autonomy-supportive or controlled styles, as posited by self-determination theory. Our findings suggested that syllabi tend to be negative in emotional tone, yet somewhat less so in recent years. Furthermore, emotional tone was lower in syllabi of upper-division courses compared to lower-division courses. Controlling language style was most common, with the theme of responsibility appearing in most attendance policies. Our findings provide insights into the undergraduate biology syllabi, and the underlying messages in the text that may impact student motivation. Based on these findings, we provide recommendations for crafting syllabus text that supports student self-directed motivation.