This is an interesting idea: "to compare an autonomy-supportive with a controlling syllabus to see how students felt when reading the syllabus, and how the syllabus related to their impressions of the professor, reported motivation, and expectations for the course." The study (17 page PDF) describes the language adjustments made to the syllabus, and tests for a range of perceptions (for example: approachability, engagement, fairness), with the results suggesting "autonomy-supportive language promotes positive outcomes for students compared to controlling language."
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