Teachers’ Motivation to Participate in Anti-bullying Training and Their Intention to Intervene in School Bullying: a Self-determination Theory Perspective

2021 ◽  
Author(s):  
Claudia C. Sutter ◽  
Jaimie Stickl Haugen ◽  
Laurie O. Campbell ◽  
Jessica L. Tinstman Jones
Keyword(s):  
Self Determination Theory ◽  
School Bullying ◽  
Self Determination ◽  
Motivation To Participate

Motivating Adolescents to Participate in Literacy Intervention: A Case Example From Telepractice

2021 ◽  
pp. 1-15
Author(s):  
Ginger G. Collins
Keyword(s):  
Behavior Change ◽  
Self Determination Theory ◽  
Literacy Skills ◽  
Language Intervention ◽  
Self Determination ◽  
Literacy Intervention ◽  
Behavior Change Techniques ◽  
Language Interventions ◽  
And Behavior ◽  
Motivation To Participate

Purpose: Motivation declines as children reach adolescence. Poor motivation inhibits participation and engagement in language-based interventions. The purpose of this tutorial is to demonstrate how intervention can be designed to increase client motivation to participate while improving language-based literacy skills. Method: Motivation and behavior change techniques based on self-determination theory are presented, as are examples of how to integrate these techniques into contextualized language intervention with adolescent clients. Conclusion: Incorporating motivation and behavior change techniques into contextualized language interventions with adolescents promotes self-determination and motivation through satisfaction of their need for autonomy, relatedness, and competence while simultaneously addressing language-based literacy deficits.

scholarly journals The Value of Interactive Polling and Intrinsic Motivation When Using English as a Medium of Instruction

2020 ◽  
Vol 12 (4) ◽  
pp. 1332
Author(s):  
Yeuseung Kim
Keyword(s):  
College Students ◽  
Intrinsic Motivation ◽  
Native Speakers ◽  
Self Determination Theory ◽  
Interactive Technology ◽  
Self Determination ◽  
Medium Of Instruction ◽  
Native Speakers Of English ◽  
Motivation To Participate

Understanding how technology is used to foster active learning and why it is effective is important in advancing educational practices. The purpose of this study was to test adopting in-class interactive polling to engage college students’ learning in their non-native language. After adopting interactive polling activities for six weeks, non-native speakers of English enrolled in a content-based class taught in English were invited to participate in a survey measuring the outcomes of the intervention. The results showed that students found it more comfortable responding to polls using their smartphones rather than verbally responding to questions in the classroom. Guided by self-determination theory, the results demonstrate that students who report high intrinsic motivation to participate in in-class polling exercises exhibit a more favorable attitude, find the class more engaging, feel they perform better on tests because of the polling exercise, and show higher level of perceived learning than those who reported low intrinsic motivation. The importance of facilitating sustainable student learning by using interactive technology to improve the quality of content-based learning and minimize the potential downside of using English as a medium of instruction is discussed.

Motivational and Social Network Dynamics of Ensemble Music Making

2017 ◽  
Author(s):  
Serena Weren ◽  
Olga Kornienko ◽  
Gary W. Hill ◽  
Claire Yee
Keyword(s):  
Social Network ◽  
Well Being ◽  
Self Determination Theory ◽  
Self Determination ◽  
Theoretical Frameworks ◽  
Social Network Dynamics ◽  
Music Making ◽  
The Social ◽  
Musical Growth ◽  
Motivation To Participate

Whereas musicians may be driven by an intrinsic desire for musical growth, self-determination theory suggests this drive must also be sustained and nurtured by the social environment. Integrating the theoretical frameworks of self-determination theory and social network analysis, the chapter investigates the relationship between participatory motivation and social networks in a collegiate marching band. This study documents that members are predominantly self-determined to participate and are particularly motivated for social reasons. Highly intrinsically motivated members are more integrated into the band’s friendship and advice networks and tend to be motivated by the value that other band members ascribe to the activity. This suggests these members are internalizing those values and seeking others with similar viewpoints. The findings highlight the centrality of the social experience in the band for individual’s motivation to participate in music making and leisure and have implications for sustaining and promoting motivation and well-being in musical ensembles.

scholarly journals A latent class growth analysis of school bullying and its social context: The self-determination theory perspective.

2015 ◽  
Vol 30 (1) ◽  
pp. 75-90 ◽  
Author(s):  
Shui-fong Lam ◽  
Wilbert Law ◽  
Chi-Keung Chan ◽  
Bernard P. H. Wong ◽  
Xiao Zhang
Keyword(s):  
Social Context ◽  
Growth Analysis ◽  
Latent Class ◽  
Self Determination Theory ◽  
School Bullying ◽  
The Self ◽  
Self Determination ◽  
Latent Class Growth Analysis ◽  
Latent Class Growth

scholarly journals Validation of the voluntary participation in online surveys scale

2012 ◽  
Vol 43 (3) ◽  
pp. 210-214
Author(s):  
Łukasz D. Kaczmarek ◽  
Piotr Haładziński ◽  
Lech Kaczmarek ◽  
Błażej Bączkowski ◽  
Michał Ziarko ◽  
...  
Keyword(s):  
Extrinsic Motivation ◽  
Principal Component ◽  
Self Determination Theory ◽  
Self Determination ◽  
Voluntary Participation ◽  
Quality Of Data ◽  
Negative Effects ◽  
Web Surveys ◽  
Web Based ◽  
Motivation To Participate

A comprehensive understanding of participants’ motives to complete web-based surveys has the potential to improve dataquality. In this study we tested the construct validity of a scale developed to measure motivation to participate in webbasedsurveys. We expected that 7 different motivations observed in our previous study will form a 3-factor structure, aspredicted by Self-Determination Theory. This web-based questionnaire study comprised 257 participants completing theVoluntary Participation in Online Studies Scale. Their responses to 21 items underwent a principal component analysisand confi rmatory factor analysis. As we expected, three factors were identifi ed: intrinsic motivation, extrinsic motivationand amotivation. In line with Self-Determination Theory there are three distinct groups of motives among web-surveysparticipants with amotivation as an understudied motivational state. We discuss the results suggesting which types ofmotivation might lead to higher quality of data with an emphasis on possible negative effects of amotivation.

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