scholarly journals Students’ motivation and continued intention with online self-regulated learning: A self-determination theory perspective

2021 ◽  
Author(s):  
Yumei Luo ◽  
Jinping Lin ◽  
Yi Yang
Keyword(s):  
Self Determination Theory ◽  
Self Determination ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Self-regulated learning, self-determination theory and teacher candidates’ development of competency-based teaching practices

2022 ◽  
Vol 9 (1) ◽  
Author(s):  
Charlotte Ann Brenner
Keyword(s):  
Teacher Candidates ◽  
Self Determination Theory ◽  
Self Determination ◽  
Future Research ◽  
Social Emotional ◽  
Strategic Action ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Competency Based ◽  
Learning Competencies

AbstractSelf-regulated promoting practices foster students’ development of metacognition, motivation and strategic action. These underlying learning competencies improve students' academic, social, emotional and career outcomes. Although beneficial, the development of self-regulated promoting practices is challenging, particularly for teacher candidates. This article describes self-regulated learning practices and how motivational supports for teacher candidates' self-determined motivation creates contextual conditions that foster teacher candidates’ development of these practices. The article concludes with suggestions for future research.

scholarly journals The why and what of academic goals, their perceived value, and relation to academic goal pursuit

2020 ◽  
Author(s):  
Gail McMillan ◽  
Kaitlyn M. Werner ◽  
Ryan Svoboda ◽  
Marina Milyavskaya
Keyword(s):  
Goal Pursuit ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Complex Model ◽  
Self Determination ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Relationship

What predicts goal-relevant behaviours when students are confronted with motivational conflicts? Drawing on value-based models, self-determination theory, and the goal complex model, a comprehensive goal framework tested the assumption that what a student wishes to achieve depends on why goals are being pursued, and that these determine subjective task value, goal pursuit and self-regulated learning. A cross-sectional survey of college students (n=366) found that autonomous motivation predicted goal pursuit and self-regulated learning. The relationship between autonomous motivation and the outcomes (e.g. goal pursuit and self-regulated learning) could be partially explained by higher attainment value for major, but not intrinsic and utility values. While mastery aims predicted goal pursuit and self-regulated learning, the strongest associations were observed when mastery aims were being pursued for autonomous motives. Attainment value mediated the relationship between the combined mastery-autonomous goal complex and the outcomes. Performance aims, more likely to be pursued for controlled motives, were generally nonadaptive. These findings support self-determination theory and value-based models.

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