How autonomy-supportive learning environments promote Asian international students’ academic adjustment: a self-determination theory perspective

2022 ◽  
Author(s):  
Hyun Jin Cho ◽  
Chantal Levesque-Bristol ◽  
Mike Yough
Keyword(s):  
International Students ◽  
Learning Environments ◽  
Academic Adjustment ◽  
Self Determination Theory ◽  
Self Determination ◽  
Asian International Students

The Blended Learning Environment in Higher Education

2016 ◽  
pp. 180-197
Author(s):  
Ellen Boeren
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Self Determination Theory ◽  
Self Determination

This chapter explores the author's experiences with blended learning, both as a tutor and as a student at a British Russell Group University. The chapter starts from the importance of encouraging an autonomy supporting learning environment, featured within self-determination theory (Ryan & Deci, 2000). In the first part of the chapter, definitions of blended learning will be briefly reviewed. Secondly, the role of the learning environment will be explained, drawing upon previous research on learning environments undertaken by Darkenwald and Valentine (1986), mentioning the importance of the learning environment within motivational theories. Thirdly, results of a critical analysis on the own teaching and learning practice will be conducted, comparing the perspective of being a tutor and being a student. Finally, recommendations for future teaching practice will be discussed, before concluding this chapter.

Self-Determination Theory for Motivation in Distance Music Education

2021 ◽  
pp. 105708372110622
Author(s):  
Musbah Shaheen
Keyword(s):  
Music Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Self Determination Theory ◽  
Musical Instrument ◽  
Psychological Needs ◽  
Self Determination ◽  
Practical Skills ◽  
Online Music ◽  
Teaching Music

Many researchers have discussed the feasibility of teaching and learning practical skills, such as playing a musical instrument, through distance education. One of the central issues considered in music education is that of motivation, leading educators to wonder how students might remain motivated when learning music at a distance. In this article, I use self-determination theory (SDT) as a lens for examining existing literature on distance music education to identify elements of learning environments that may contribute to, or detract from, the fulfillment of students’ psychological needs. I oriented my reading of the literature toward offering insights on the nature of motivation in online music education and providing educators with tools informed by SDT to maintain and nurture motivation when teaching music online.

Motivational and Emotional Profiles in University Undergraduates: a Self-Determination Theory Perspective

2012 ◽  
Vol 15 (3) ◽  
pp. 1069-1080 ◽  
Author(s):  
Antonio González ◽  
Verónica Paoloni ◽  
Danilo Donolo ◽  
Cristina Rinaudo
Keyword(s):  
Academic Achievement ◽  
Cluster Analysis ◽  
Academic Adjustment ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Homogeneous Groups ◽  
Perform Cluster Analysis ◽  
University Undergraduates

Previous research has focused on specific forms of self-determined motivation or discrete class-related emotions, but few studies have simultaneously examined both constructs. The aim of this study on 472 undergraduates was twofold: to perform cluster analysis to identify homogeneous groups of motivation in the sample; and to determine the profile of each cluster for emotions and academic achievement. Cluster analysis configured four groups in terms of motivation: controlled, autonomous, both high, and both low. Each cluster revealed a distinct emotional profile, autonomous motivation being the most adaptable with high scores for academic achievement and pleasant emotions and low values for unpleasant emotions. The results are discussed in the light of their implications for academic adjustment.

scholarly journals Mindfulness, Motivation, and Intercultural Competence Among Faculty and Staff: Examining Impacts of the Global Partner Certificate Workshops

2018 ◽  
Vol 7 (2) ◽  
Keyword(s):  
International Students ◽  
Intrinsic Motivation ◽  
Intercultural Competence ◽  
Positive Impact ◽  
Southeastern United States ◽  
Self Determination Theory ◽  
Public University ◽  
Self Determination ◽  
Intercultural Training ◽  
Faculty And Staff

There is a great need to foster the intercultural competence of faculty and staff within higher education. Faculty and staff need to provide opportunities for holistic engagement to international students in order to enhance diversity benefits; however, the factors that elucidate intercultural competence warrant investigation. This article discusses in detail a study examining the correlations of motivation, mindfulness, and intercultural competence among faculty and staff through the framework of self-determination theory. Participants included 18 faculty and staff who completed Global Partner Certificate workshops offered at a large public university in the southeastern United States. The workshops included a 12-hour training across four sessions. Results of the study suggested that mindfulness and intrinsic motivation may have a positive impact on intercultural competence. Participants who had a higher level of intrinsic motivation demonstrated relatively higher intercultural competence after the training. Notably, participants who completed the training sessions demonstrated significant increased levels of mindfulness. The article discusses implications of the current study in light of incorporating motivational and mindfulness strategies in intercultural trainings as well as considerations for increasing the timeframe of the intercultural training workshops.

An investigation of motivation and experience in virtual learning environments: a self-determination theory

2018 ◽  
Vol 24 (1) ◽  
pp. 591-611 ◽  
Author(s):  
Yu-Chih Huang ◽  
Sheila J. Backman ◽  
Kenneth F. Backman ◽  
Francis A. McGuire ◽  
DeWayne Moore
Keyword(s):  
Learning Environments ◽  
Virtual Learning ◽  
Self Determination Theory ◽  
Virtual Learning Environments ◽  
Self Determination

The Blended Learning Environment in Higher Education

2016 ◽  
pp. 252-270
Author(s):  
Ellen Boeren
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Self Determination Theory ◽  
Self Determination

This chapter explores the author's experiences with blended learning, both as a tutor and as a student at a British Russell Group University. The chapter starts from the importance of encouraging an autonomy supporting learning environment, featured within self-determination theory (Ryan & Deci, 2000). In the first part of the chapter, definitions of blended learning will be briefly reviewed. Secondly, the role of the learning environment will be explained, drawing upon previous research on learning environments undertaken by Darkenwald and Valentine (1986), mentioning the importance of the learning environment within motivational theories. Thirdly, results of a critical analysis on the own teaching and learning practice will be conducted, comparing the perspective of being a tutor and being a student. Finally, recommendations for future teaching practice will be discussed, before concluding this chapter.

Virtual worlds and the learner hero

2009 ◽  
Vol 7 (2) ◽  
pp. 214-223 ◽  
Author(s):  
C. Scott Rigby ◽  
Andrew K. Przybylski
Keyword(s):  
Video Games ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Leisure Activity ◽  
Self Determination Theory ◽  
Self Determination ◽  
Digital Learning ◽  
The World ◽  
New Research ◽  
Digital Learning Environments

Participation in expansive video games called `virtual worlds' has become a mainstream leisure activity for tens of millions of people around the world. The growth of this industry and the strong motivational appeal of these digital worlds invite a closer examination as to how educators can learn from today's virtual worlds in the development of next generation learning environments. Self-determination theory (SDT; Ryan and Deci, 2000) has shown value in explaining both the motivational dynamics of learning (Deci et al., 1994), as well as the strong motivational pull of video games and virtual worlds (Ryan et al., 2006). As such, SDT provides a framework that can bridge the gap between education and consumer virtual worlds and be applied to new research and development in how to best build virtual worlds for learning. The concept of the `learner hero' is introduced as a potentially useful unifying concept in considering how to leverage the high motivational appeal of commercial virtual worlds in building digital learning environments.

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