scholarly journals Patterns of motivating teaching behaviour and student engagement: a microanalytic approach

2021 ◽  
Author(s):  
Miriam Cents-Boonstra ◽  
Anna Lichtwarck-Aschoff ◽  
Mayra Mascareño Lara ◽  
Eddie Denessen
Keyword(s):  
Student Engagement ◽  
Positive Feedback ◽  
Self Determination Theory ◽  
Self Determination ◽  
Future Research ◽  
Educational Success ◽  
Teaching Behaviour ◽  
Event Based ◽  
Positive Engagement

AbstractPositive student engagement is a prerequisite for students’ educational success. In this study, a microanalytic approach was used to explore patterns in teachers’ use of specific motivating teaching behaviours from the perspective of self-determination theory in relation to indicators of students’ positive engagement. The lessons of 52 teachers were observed and event-based coded. Results showed that specifically asking motivating questions and providing positive feedback and support during exercises were associated with subsequent positive student engagement. Unexpectedly, some demotivating teaching behaviours were also found to relate to positive student engagement, although to a lesser extent. Implications and directions for future research are discussed.

Student (Dis)Engagement and Need-Supportive Teaching Behavior: A Multi-Informant and Multilevel Approach

2015 ◽  
Vol 37 (4) ◽  
pp. 353-366 ◽  
Author(s):  
Lynn Van den Berghe ◽  
Isabel B. Tallir ◽  
Greet Cardon ◽  
Nathalie Aelterman ◽  
Leen Haerens
Keyword(s):  
Student Engagement ◽  
Physical Education ◽  
Self Determination Theory ◽  
Self Determination ◽  
Future Research ◽  
Physical Education Teachers ◽  
Teaching Behavior ◽  
Need Support ◽  
Teachers And Students ◽  
Causality Orientations

Starting from self-determination theory, we explored whether student engagement/disengagement relates to teachers’ need support and whether this relationship is moderated by teachers’ causality orientations. A sample of 2004 students situated in 127 classes taught by 33 physical education teachers participated in the study. Both teachers and students reported on students’ (dis)engagement, allowing investigation of the proposed relationships both at the student and teacher level. Most of the variance in need support was at the student level, but there was also between-teacher and between-class variance in need support. Engagement related to more need support, but only at the student level. In total, few moderation effects were found. Teachers with a relatively low controlled orientation were more need supportive when perceiving their students as emotionally and behaviorally engaged. By making teachers aware of these dynamics, automatic responses to student engagement can be better thought out. Recommendations for future research are discussed.

scholarly journals Implementing evidence-based assessment and selection in organizations: A review and an agenda for future research

2020 ◽  
pp. 204138662098341
Author(s):  
Marvin Neumann ◽  
A. Susan M. Niessen ◽  
Rob R. Meijer
Keyword(s):  
Decision Making ◽  
Self Determination Theory ◽  
Assessment Methods ◽  
Self Determination ◽  
Future Research ◽  
Assessment Instruments ◽  
Evidence Based ◽  
Assessment Practice ◽  
Outcome Feedback ◽  
Evidence Based Decision Making

In personnel- and educational selection, a substantial gap exists between research and practice, since evidence-based assessment instruments and decision-making procedures are underutilized. We provide an overview of studies that investigated interventions to encourage the use of evidence-based assessment methods, or factors related to their use. The most promising studies were grounded in self-determination theory. Training and autonomy in the design of evidence-based assessment methods were positively related to their use, while negative stakeholder perceptions decreased practitioners’ intentions to use evidence-based assessment methods. Use of evidence-based decision-making procedures was positively related to access to such procedures, information to use it, and autonomy over the procedure, but negatively related to receiving outcome feedback. A review of the professional selection literature showed that the implementation of evidence-based assessment was hardly discussed. We conclude with an agenda for future research on encouraging evidence-based assessment practice.

scholarly journals The need for cognition within the academic motivation space

2017 ◽  
Vol 49 (1) ◽  
pp. 7-30
Author(s):  
Aleksandar Vasic
Keyword(s):  
Academic Motivation ◽  
Need For Cognition ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Self ◽  
Self Determination ◽  
Future Research ◽  
Internal Motivation ◽  
Cognition Scale

The self-determination theory presumes several types of motivation distributed along the theoretical continuum. On the other side, certain research studies point to the need for cognition which is the source of internal motivation, as one of the aforementioned types of motivation. This theoretical and conceptual closeness served as an impetus for the research conducted on the convenient sample of 364 students of both genders (59% of female respondents), aged 18 to 35 (M=20.05; SD=1.52). In generating the data, the Academic Motivation Scale for Students (AMS-SI) and the shortened version of the Need for Cognition Scale (NFCS-S) were used. During data analysis, we first checked the internal metric characteristics of the scales and quantitatively defined the features measured by these instruments. In locating the need for cognition within the academic motivation space, hierarchical multiple regression analysis and multidimensional scaling were used. Four valid and reliable dimensions of student academic motivation were defined as internal, introjected and external motivation, and amotivation. One dominant, reliable and valid main subject of measuring of the need for cognition scale was defined as well. In the common space of academic motivation and the need for cognition, internal motivation clearly stands out as the basic correlate of this need. Future research should further reexamine the assumption of the self-determination theory about three basic psychological needs vital for the development of motivation.

scholarly journals Are Chapter 31 Military Veterans Returning to College More Likely to Choose Intrinsically-oriented Versus Extrinsically-oriented Majors?

2020 ◽  
Vol 10 (2) ◽  
pp. 1
Author(s):  
Glen Miller ◽  
Gary Blau ◽  
Deborah Campbell
Keyword(s):  
Extrinsic Motivation ◽  
Research Question ◽  
Military Veterans ◽  
Self Determination Theory ◽  
Self Determination ◽  
Small Samples ◽  
Future Research ◽  
Civilian Life ◽  
College Majors ◽  
Undergraduate Major

Helping military veterans successfully transition to civilian life is an important issue. Education can help with this transition. No prior studies were found on the general type of undergraduate major United States (US) Chapter 31 veterans enroll in. Chapter 31 provides tuition benefits to help entitled transitioning military veterans, with service-connected disabilities, go to college to obtain a degree. Self-determination theory (SDT) suggests two general categories of majors, intrinsic (I) versus extrinsic (E). Intrinsic motivation emphasizes doing a task for its inherent satisfaction, while extrinsic motivation targets doing the same task to achieve external rewards, such as compensation. Archival data was analyzed using small samples of undergraduate Chapter 31 military veterans in 2016, 2018 and 2020. Overall, the results supported the research question, i.e., Chapter 31 veterans will be more likely to choose intrinsically motivating versus extrinsically motivating college majors. Results, including limitations and suggestions for future research are discussed.

scholarly journals Self-determination theory and motivational interviewing interventions for type 2 diabetes prevention and treatment: A systematic review

2017 ◽  
Vol 25 (1) ◽  
pp. 44-66 ◽  
Author(s):  
Amanda S Phillips ◽  
Charles A Guarnaccia
Keyword(s):  
Type 2 Diabetes ◽  
Motivational Interviewing ◽  
Rating Scale ◽  
Self Determination Theory ◽  
Overweight And Obesity ◽  
Self Determination ◽  
Future Research ◽  
Type 2 Diabetes Prevention ◽  
Quality Rating

Treatment of those with obesity, prediabetes, and type 2 diabetes often yields initial health improvements, but gains erode over time. A systematic search of self-determination theory and motivational interviewing papers for the above populations was conducted, yielding 54 publications and 42 independent samples. Interventions to treat overweight and obesity ( n = 15), prediabetes ( n = 4), and type 2 diabetes ( n = 23) are summarized and evaluated using the Quality Rating Scale. While the results of these studies are mixed, the majority of the interventions resulted in health benefits. Suggestions for future research are discussed.

Mindfulness and Motivation: A Process View Using Self-Determination Theory

2021 ◽  
pp. 096372142110095
Author(s):  
Richard M. Ryan ◽  
James N. Donald ◽  
Emma L. Bradshaw
Keyword(s):  
Well Being ◽  
Self Determination Theory ◽  
Preliminary Evidence ◽  
Self Determination ◽  
Future Research ◽  
Fields Of Study ◽  
Process View ◽  
Different Types

Mindfulness and motivation are both highly researched topics of great consequence for individual and social wellness. Using the lens of self-determination theory, we review evidence indicating that mindfulness is differentially related to different types of motivations, playing a facilitating role for highly autonomous forms of motivation, but not for externally controlled or introjected (self-controlling) forms of motivation. A key contribution of this review is our contention that mindfulness confers a range of intra- and interindividual benefits (e.g., well-being and prosociality) in part through its relation to autonomous motivations, a claim for which we outline preliminary evidence. Finally, we discuss how future research connecting mindfulness and motivation is important for both fields of study, for applied practices in areas such as psychotherapy and business, and for enhancing understanding of the processes underlying human wellness.

scholarly journals Exploring Proximal LGBTQ+ Minority Stressors within Physical Activity Contexts From a Self-Determination Theory Perspective

2020 ◽  
Author(s):  
Shannon Herrick ◽  
Meredith A. Rocchi ◽  
Shane N. Sweet ◽  
Lindsay R. Duncan
Keyword(s):  
Physical Activity ◽  
Structural Equation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Future Research ◽  
Willingness To Participate ◽  
Cross Sectional Survey

Abstract Background: LGBTQ+ individuals experience challenges such as discrimination and marginalization (referred to as minority stressors) that are detrimental to their mental and physical health. Specifically, proximal or internalized LGBTQ+ minority stressors may influence motivation for and willingness to participate in physical activity. Methods: The purpose of this study was to explore whether proximal LGBTQ+ minority stressors, as indicators of the social-environmental context, would relate to the basic psychological needs—motivation—physical activity pathway, as per self-determination theory. An online cross-sectional survey was completed by 778 LGBTQ+ adults. Results: Results from structural equation modelling analyses support that proximal LGBTQ+ minority stressors are associated with decreased reported need satisfaction (β = -.36) which, in turn, is associated with autonomous motivation (β = .53) and reported physical activity participation (β = .32). Conclusions: Future research focused on increasing LGBTQ+ participation in physical activity should investigate the effects of (a) reducing proximal LGBTQ+ minority stressors, and (b) better supporting LGBTQ+ adults’ autonomy, competence, and relatedness within physical activity contexts.

scholarly journals Mindfulness and its association with varied types of motivation: A systematic review and meta-analysis using Self-Determination Theory

2019 ◽  
Author(s):  
James Donald ◽  
Emma L Bradshaw ◽  
Richard Ryan ◽  
Geetanjali Basarkod ◽  
Joseph Ciarrochi ◽  
...  
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
Self Determination Theory ◽  
Self Determination ◽  
Future Research ◽  
Methodological Issues ◽  
Controlled Motivation ◽  
Motivational States ◽  
Consistent Support ◽  
Modelling Approach

Mindfulness has been shown to have varied associations with different forms of motivation, leading to a lack of clarity as to how and when it may foster healthy motivational states. Grounded in self-determination theory, the present study proposes a theoretical model for how mindfulness supports different forms of human motivation, and then tests this via meta-analysis. A systematic review identified 89 relevant studies (N = 25,176), comprised of 104 independent datasets and 200 effect sizes. We used a three-level modelling approach to meta-analyze these data. Across both correlational and intervention studies, we found consistent support for mindfulness predicting more autonomous forms of motivation; and among correlational studies, less controlled motivation and amotivation. We conducted moderation analyses to probe heterogeneity in the effects, including bias within studies. We conclude by highlighting substantive and methodological issues that need to be addressed in future research in this area.

scholarly journals Emotion Regulation in Times of COVID-19: A Person-Centered Approach Based on Self-Determination Theory

2021 ◽  
Author(s):  
Joachim Waterschoot ◽  
Sofie Morbée ◽  
Branko Vermote ◽  
Katrijn Brenning ◽  
Nele Flamant ◽  
...  
Keyword(s):  
Mental Health ◽  
Life Satisfaction ◽  
Emotion Regulation ◽  
Sleep Quality ◽  
Well Being ◽  
Self Determination Theory ◽  
Self Determination ◽  
Future Research ◽  
The Face

Although the COVID-19 crisis is a worldwide threat to individuals’ physical health and psychological well-being, not all people are equally susceptible to increased ill-being. One potentially important factor in individuals’ vulnerability (versus resilience) to ill- being in the face of stress is emotion regulation. On the basis of Self-Determination Theory, this study examined the role of three emotion regulation styles in individuals’ mental health during the COVID-19 crisis, that is, integration, suppression, and dysregulation. Participants were 6584 adults (77 % female, M age = 45.16 years) who filled out well-validated measures of emotion regulation, depression, anxiety, life satisfaction, and sleep quality. To examine naturally occurring combinations of emotion regulation strategies, hierarchical k-means clustering was performed, yielding 3 profiles: (a) low scores on all strategies (indicating rather low overall levels of worry; 27%), (b) high scores on integration only (41%), and (c) high scores on suppression and dysregulation (33%). Participants in the profiles scoring high on suppression and dysregulation displayed a less favorable pattern of outcomes (high ill-being, low life satisfaction, and poorer sleep quality) compared to the other two groups. Between- cluster differences remained significant even when taking into account the corona- related worries experienced by people. Overall, the findings underscore the important role of emotion regulation in individuals’ mental health during mentally challenging periods such as the COVID-19 crisis. Practical implications and directions for future research are discussed.

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