scholarly journals Connections between Teachers’ Motivational Behaviour and School Student Engagement

2021 ◽  
Vol 19 (53) ◽  
pp. 165-184
Author(s):  
Agne Brandisauskiene ◽  
Jurate Cesnaviciene ◽  
Ramute Bruzgeleviciene ◽  
Rasa Nedzinskaite-Maciuniene
Keyword(s):  
Student Engagement ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Psychological Needs ◽  
Self Determination ◽  
Learning Climate ◽  
Measuring Instruments ◽  
Growth Path ◽  
School Students ◽  
The Relationship

Introduction.  Teachers are invited to seek answers to many questions on their professional growth path. This article aims at drawing attention to their motivational behaviour in teaching school students. According to the theory of self-determination, appropriate motivating (that is, autonomy-supportive) behaviour of teachers can respond to a child’s essential psychological needs, and thus enable him or her to engage in the teaching and learning process. Therefore, the goal of this study is to examine the relationship between teachers’ motivational behaviour and student engagement.  Method.  The sample was composed of 687 students. Two measuring instruments were used: Learning Climate Questionnaire (LCQ) (Black & Deci, 2000) and Student Engagement Scale (Lam et al., 2014). Descriptive statistics, t test, ANOVA, correlational analyses, and multiple linear regression analyses were used to analyse the data. Results.  The research results suggest that teachers’ motivational behaviour (students’ perceived level of autonomy-supportive teaching) significantly predicts student engagement. The studied Lithuanian children are characterised by the same engagement as children from all over the world; they see the meaning of their work and focus on it. Discussion and Conclusion.  The conducted research also confirms a universal trend that boys are less involved than girls, although there were no statistically significant differences in the perceived level of teachers’ autonomy-supportive behaviour (for boys and girls). 

scholarly journals THE RELATIONSHIP BETWEEN BASIC PSYCHOLOGICAL NEEDS, MOTIVATION AND SELF-EFFICACY IN A SAMPLE OF SECONDARY AND HIGH-SCHOOL CHILDREN FROM CLUJ-NAPOCA, ROMANIA.

2021 ◽  
Vol 66 (1) ◽  
pp. 77-90
Author(s):  
Antonia Mărincaș ◽  
Daniela Dumulescu ◽  
Sebastian Pintea ◽  
Nicolae-Adrian Opre
Keyword(s):  
Intrinsic Motivation ◽  
Psychological Health ◽  
Self Efficacy ◽  
Online Survey ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
School Students ◽  
The Relationship

"Motivation is the key force that drives the individual. According to Self-Determination Theory (Ryan & Deci, 2000), human motivation is regulated by the degree to which personal intentions are autonomous or controlled. On the other hand, human behaviour is determined by three basic needs (competence, autonomy and relatedness) which contribute to intrinsic motivation and psychological health. This study has investigated the relationship between basic psychological needs and different types of motivation in an educational context. The research included a large sample of school students from 5th to 12th grade, enrolled in two schools from Cluj-Napoca, Romania (N = 363). All participants completed an online survey aimed to evaluate student’s fulfilment of their basic psychological needs, their motivation and self-efficacy regarding Romanian literature lessons. Results showed that autonomy, competence and relatedness correlated with intrinsic motivation. Moreover, the regression results showed that basic psychological needs predicted half of the variance in intrinsic motivation. The outcomes of this study also revealed that girls displayed higher scores on self-efficacy, autonomy and identified regulation as compared to boys. Keywords: self-determination theory, self-regulated learning, intrinsic motivation, basic psychological needs, autonomy, competence, relatedness, self-efficacy "

scholarly journals The mediating role of basic psychological needs in the relationship between self-determination and meaning in life in adolescentErgenlerde öz-belirleyicilik ve yaşamda anlam ilişkisinde temel psikolojik gereksinimlerin aracı rolü

2017 ◽  
Vol 14 (2) ◽  
pp. 1558
Author(s):  
Nur Demirbaş Çelik ◽  
Fatoş Tezcan
Keyword(s):  
High School ◽  
High School Students ◽  
Meaning In Life ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
School Students ◽  
Psychological Need ◽  
The Relationship

As in every part of life, concept of meaning in life has an important place during adolescence as a determinant of well-being. In this research concepts of meaning in life of high school students have been investigated with the perception of self-determination, which is a motivation theory. The aim of the study was to test structural equation model in which the relationship between self-determination and meaning in life is mediated by basic psychological need satisfaction. The sample of the study consisteds of 348 High School Student in İstanbul. In order to gather data, Basic Psychological Need Satisfaction Scale (BPNS), Self-Determination Scale (SDS) and the Meaning in Life Questionnaire (MLQ) were used. The data were analysed by using SPSS 20 and LISREL 8.8. The results revealed that satisfaction of basic psychological needs fully mediated the relationship self-determination between and meaning in life in high school students. However, results also showed significant negative relationship between self-determination and search of meaning in life. The results and limitations of the study were discussed and recommendations have been provided to the researchers.Extended English abstract is in the end of PDF (TURKISH) file. ÖzetYaşamda anlam anlayışı, yaşamın her döneminde olduğu gibi iyi oluşun bir belirleyicisi olarak ergenlik döneminde de önemli bir noktada yer almaktadır. Bu araştırma lise öğrencilerinin yaşamda anlam anlayışlarını bir motivasyon kuramı olan öz- belirleme bakış açısıyla incelemektedir. Bu araştırmanın amacı, öz belirleyicilik ile yaşamda anlam arasındaki ilişkide temel psikolojik gereksinimlerin aracı rolünün yapısal eşitlik modeli ile test edilmesidir. Araştırmanın çalışma grubu, İstanbul’da lise öğrenimi gören 348 öğrenciden oluşmaktadır. Araştırmada veri toplamak amacıyla Temel Psikolojik İhtiyaçlar Ölçeği (TPİÖ), Özerk Benlik Yönetimi Ölçeği (ÖBYÖ) ve Yaşamda Anlam Ölçeği (YAÖ) kullanılmıştır. Veriler SPSS ve LISREL 8.8 programı kullanılarak test edilmiştir. Araştırma sonucunda, lise öğrencilerinde öz-belirleme ile yaşamda anlam arasındaki ilişkinin temel psikolojik ihtiyaçların doyumu aracılığıyla sağlandığı bulunmuştur. Bununla birlikte araştırma sonuçları, öz- belirleme ve yaşamda anlam arayışı arasında doğrudan negatif yönde anlamlı bir ilişki olduğunu göstermiştir. Araştırma bulguları ve sınırlılıkları tartışılmış bu bağlamda araştırmacılara yönelik öneriler sunulmuştur.

scholarly journals Relações com o saber, com o ensinar e com a aprendizagem em um projeto de formação inicial de professores de matemática no Brasil Relations with the knowledge, teaching and learning in a initial training Project of mathematic teachers in Brazil

2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Diego Fogaça Carvalho ◽  
Marinez Meneghello Passos ◽  
Sergio De Mello Arruda ◽  
Angela Marta Pereira das Dores Savioli
Keyword(s):  
Elementary School ◽  
University Students ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Analytical Instrument ◽  
Initial Training ◽  
School Students ◽  
Training Project ◽  
The University ◽  
The Relationship

ResumoNeste artigo analisamos as relações com o saber, com o ensinar e com o aprender em atividades desenvolvidas em um subprojeto de Matemática no Programa Institucional de Bolsas de Iniciação à Docência (PIBID). Os dados consistiram no registro das ações realizadas em sala de aula por um supervisor (professor), seis estudantes da licenciatura em Matemática e alunos do Ensino Fundamental de uma escola pública do estado do Paraná, Brasil. Para a interpretação dos dados foi utilizado um instrumento que possibilita evidenciar as relações com o saber na sala de aula denominado Matriz 3x3. As análises revelaram implicações da ação do supervisor na ação tanto dos estudantes universitários quanto dos alunos da escola e, consequentemente, nas relações que estes estabeleceram com o saber, o ensinar e o aprender.AbstractIn this article we analyze the relationship with knowledge, with teaching and with learning in activities developed in a subproject of Mathematics in the Institutional Program of Initiation to Teaching (PIBID). The data consisted of the registration of actions carried out in the classroom by a supervisor (teacher), six undergraduate students in Mathematics and students of the Elementary School of a public school in the state of Paraná, Brazil. For the interpretation of the data we used an analytical instrument called Matrix 3x3. The analyses revealed the implications of the supervisor's action on the actions of the university students and of the school students and consequently on the relationships they established with knowledge, teaching and learning.

Perspectives on Teacher Research

2017 ◽  
pp. 191-206
Author(s):  
Salika A. Lawrence ◽  
Rochelle G. Kaplan ◽  
Ellina Chernobilsky
Keyword(s):  
Professional Growth ◽  
Teaching And Learning ◽  
Teacher Research ◽  
Classroom Research ◽  
Limited Time ◽  
Teachers Perceptions ◽  
Self Study ◽  
Self Reports ◽  
Classroom Inquiry ◽  
The Relationship

Given the diversity encountered in today's classrooms, teacher research presents an opportunity for teachers to discuss how to conduct research and benefit from self-study in their own classrooms. Although teachers derive their decision-making through different paths, in this chapter the authors explore the practices teachers apply when engaging in research and teachers' perceptions about the benefits and challenges of classroom inquiry. Data from teachers' self-reports are examined to determine the extent to which teachers' classroom research impacted their practices. Teachers reported that classroom inquiry was a beneficial form of professional growth because it helped them to closely examine the relationship between teaching and learning through close examination of data and student practices. However, teachers consistently reported that limited time hindered ongoing inquiry and opportunities to collaborate with colleagues.

A student-centred digital technology approach: The relationship between intrinsic motivation, learning climate and academic achievement of physical education pre-service teachers

2019 ◽  
Vol 26 (1) ◽  
pp. 241-262 ◽  
Author(s):  
Antonio Calderón ◽  
Lourdes Meroño ◽  
Ann MacPhail
Keyword(s):  
Academic Achievement ◽  
Physical Education ◽  
Active Learning ◽  
Intrinsic Motivation ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Teacher Educator ◽  
Learning Climate ◽  
Physical Education Teacher Education ◽  
The Relationship

There is a lack of research on the use of digital technology in physical education teacher education (PETE) and its relationship with the learning and engagement of pre-service teachers. Furthermore, research reports low engagement of pre-service teachers in digital approaches that do not promote active learning and are mostly teacher-centred. This paper aims to: (a) explore the relationship between a student-centred digital technology approach and the pre-service teachers’ intrinsic motivation, learning climate and academic achievement; and (b) test the relationship between learning climate and intrinsic motivation as possible predictors of academic achievement. The student-centred digital technology approach was designed following an adaptation of the five-phase pedagogical guidelines for teaching with emerging technologies. Two intact classes ( n = 110 students) and one teacher educator were involved in the study. Following a mixed-method approach, quantitative data was collected on pre-service teachers’ intrinsic motivation, learning climate and academic achievement. Qualitative data explored pre-service teachers’ tweets and learning blogs. Choice and novelty were two central tenets that conditioned high levels of intrinsic motivation and academic achievement. The study provides support for the use of active learning environments where pre-service teachers are involved in creative content production using digital technology in PETE programmes. Given the growing role of digital technology for learning in educational policies and new physical education curricula, we advocate for the publication of more research-based experiences on the integration of digital technology in PETE programmes. The transferability of such teaching and learning experiences to pre-service teachers’ and physical education teachers’ practice would be especially worthwhile.

Can Different Types of Non-Territorial Working Satisfy Employees’ Needs for Autonomy and Belongingness? Insights From Self-Determination Theory

2020 ◽  
pp. 001391652094260
Author(s):  
Gabrielle Gatt ◽  
Lixin Jiang
Keyword(s):  
Job Satisfaction ◽  
Emotional Exhaustion ◽  
Work Engagement ◽  
Affective Commitment ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Self Determination ◽  
Relationship Of ◽  
The Relationship ◽  
Work Arrangement

Organizations are increasingly adopting non-territorial organizational models with unassigned desks. However, previous research has: (1) shown mixed results regarding the impact of non-territorial working on employees, (2) largely examined non-territorial working in its purest sense without considering the nuanced differences in non-territorial working, and (3) not understood the mechanisms underlying the relation between non-territorial working and employee outcomes. To address these research gaps, we apply self-determination theory, which argues that meeting basic psychological needs of autonomy and belonging allows optimal human development, to the physical environment of office spaces. Specifically, we investigated whether the relationship of two types of non-territorial working with employee work engagement, emotional exhaustion, job satisfaction, and affective commitment is mediated via autonomy over office spaces and belongingness. Data were collected from 127 working New Zealanders who have adopted two types of non-territorial working (i.e., work arrangement 1 and work arrangement 2) in an organization. We found that although workers with work arrangement 2 did not report higher belongingness than those with work arrangement 1, workers with work arrangement 1 reported higher autonomy over office spaces than those with work arrangement 2. Moreover, belongingness was related to higher work engagement, job satisfaction, and affective commitment but lower emotional exhaustion, while autonomy over office spaces was related to increased job satisfaction and affective commitment but decreased emotional exhaustion. We also found that autonomy over office spaces, but not belongingness, mediated the relationship of non-territorial working with emotional exhaustion and job satisfaction.

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