scholarly journals Recreational potential of metaphorization in mental self-regulation of the students

2020 ◽  
Vol 4 (2) ◽  
pp. 28-37
Author(s):  
Olena Kostyuchenko
Keyword(s):  
Effective Means ◽  
Self Regulation ◽  
Well Being ◽  
Mental States ◽  
Research Process ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Mental Condition ◽  
Design Management ◽  
National University

Introduction: In the era of dynamic modern transformations in the education system, there is a need for effective psychological tools for updating individual psychological and life resources, self-regulation of students' mental states, contributing to the preservation and support of their mental health. Purpose: to substantiate the recreational potential of the metaphorization of mental states as a recreational method of self-regulation in the system of psychological well-being, to identify its individual psychological characteristics in students. Methodology: Experimental work was carried out on the basis of Kyiv National University of Culture and Arts, Tavriya National University named after V. Vernadsky. Five hundred and ten respondents were involved in the research process (18 - 45 years, 65% female; study specializations: “Arts”, “Design”, “Management”, “Psychology”). The research was based on the analysis of free associative experiment, method of cognitive interpretation, praximetric and executive methods for distributing certain semantic units Results: the most popular among students causes of dissatisfaction in the situation with stress and lack of satisfaction in basic psychological needs, negative and positive conditions at different levels, life furnishings, those situations when there are stinks; on the basis of the experience of the SUM inquirer, there are positive changes in the most of the majority of students. On the basis of the developed model of self-regulation of mental states by means of metaphorization (5 stages of the act of metaphorical creativity of resource states), when its recreational functions are realized, transformations of strategies of thinking and life take place, internal resources are activated Conclusions: The developed model of metaphorization of search of resource states is an effective means of stabilization and self-regulation of a mental condition of students that allows to be guided quickly in changing living and educational conditions, to choose optimum for each separate case methods and means of mental self-regulation

Autonomy, competence, and relatedness in the classroom

2009 ◽  
Vol 7 (2) ◽  
pp. 133-144 ◽  
Author(s):  
Christopher P. Niemiec ◽  
Richard M. Ryan
Keyword(s):  
Classroom Practice ◽  
Extrinsic Motivation ◽  
Self Regulation ◽  
Educational Practice ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Optimal Learning ◽  
Teachers And Students ◽  
Quality Learning

Self-determination theory (SDT) assumes that inherent in human nature is the propensity to be curious about one's environment and interested in learning and developing one's knowledge. All too often, however, educators introduce external controls into learning climates, which can undermine the sense of relatedness between teachers and students, and stifle the natural, volitional processes involved in high-quality learning. This article presents an overview of SDT and reviews its applications to educational practice. A large corpus of empirical evidence based on SDT suggests that both intrinsic motivation and autonomous types of extrinsic motivation are conducive to engagement and optimal learning in educational contexts. In addition, evidence suggests that teachers' support of students' basic psychological needs for autonomy, competence, and relatedness facilitates students' autonomous self-regulation for learning, academic performance, and well-being. Accordingly, SDT has strong implications for both classroom practice and educational reform policies.

scholarly journals How to encourage intrinsic motivation in the clinical teaching environment?: a systematic review from the self-determination theory

2015 ◽  
Vol 12 ◽  
pp. 8 ◽  
Author(s):  
Cesar Orsini ◽  
Phillip Evans ◽  
Oscar Jerez
Keyword(s):  
Intrinsic Motivation ◽  
Clinical Teaching ◽  
Teaching Style ◽  
Self Regulation ◽  
Well Being ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Teaching Environment

Purpose: Internalization of students’ motivation towards an intrinsic form is associated with increased interest, commitment, learning, and satisfaction with education. Self-Determination theory postulates that intrinsic motivation and autonomous forms of self-regulation are the desired type of motivation; as they have been associated with deep learning, better performance and well-being. It claims three basic psychological needs have to be satisfied in order to achieve intrinsic motivation. These are the needs for autonomy, competence and relatedness. This study aims to provide a review on how these basic psychological needs are encouraged in undergraduate students so they can be transferred to the clinical teaching environment. Methods: Electronic searches were performed across four databases (Medline, Embase, PsycINFO, and ERIC), relevant journals, and retrieved bibliography of selected articles. In total, searches produced 4,869 references, from which 16 studies met the inclusion criteria. Results: Main themes were coded in three categories: The support of autonomy, competence and relatedness. The research-based evidence appears to be of reasonable quality, and indicates that teachers should work to satisfy students’ basic psychological needs to foster internalization of self-regulation. Our findings suggest that teachers should interact with students in a more ‘human centred’ teaching style, as these actions predict motivational internalization. Several themes emerged from different contexts and further investigation should expand them. Conclusion: This review identified actions that clinical teachers could implement in their daily work to support students’ self-determination. Autonomy supportive teaching in health professions educations would benefit students and may actually result in more effective health care delivery.

Self-determination in medical education

2009 ◽  
Vol 7 (2) ◽  
pp. 184-193 ◽  
Author(s):  
Heather Patrick ◽  
Geoffrey C. Williams
Keyword(s):  
Medical Education ◽  
Medical Practice ◽  
Intellectual Development ◽  
Self Regulation ◽  
Well Being ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Education Environment

Historically, medical education has focused largely on medical students' intellectual development, mostly ignoring the broader psychological milieu of medical practice. This chasm can result in practitioners who are less likely to process their emotions and/or support their patient's needs, and more likely to experience burnout. Self-determination theory (SDT) offers a unique perspective for understanding how the medical education environment can promote better integration of cognitive and psychological development through supporting the basic psychological needs for autonomy, competence, and relatedness, thus facilitating internalization of autonomous self-regulation for medical practice. Herein, we examine research applying SDT to medical education and offer suggestions that may facilitate both practitioners' and patients' well-being.

The perceived conditions for living well: Positive perceptions of primary goods linked with basic psychological needs and wellness

2019 ◽  
Author(s):  
Emma L Bradshaw ◽  
Cody R. DeHaan ◽  
Philip Parker ◽  
Randall Curren ◽  
Jasper Duineveld ◽  
...  
Keyword(s):  
Effect Size ◽  
Well Being ◽  
The United States ◽  
Psychological Needs ◽  
The Philippines ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Average Effect ◽  
Average Effect Size ◽  
Primary Goods

We integrate Rawls’ (1971/2009, 1993, 2001) concept of primary goods with self-determination theory (SDT; Ryan & Deci, 2017), to examine the link between people’s perceptions of primary goods (i.e., views of society as just and fair), basic psychological need satisfaction, and well-being. In Study 1 (N=762, countries = Australia, the United States, South Africa, India, and the Philippines) and Study 2 (N=1479, groups = ethnic minority, sexual minority, political group, religious group), we used partial least squares structural equation modelling (PLS-SEM) to assess associations between perceptions of primary goods and wellness, and the intermediary role of basic psychological needs. Perceptions of primary goods linked positively to well-being (average effect size = 0.48), and negatively to ill-being (average effect size = -0.46). These associations were strongly mediated by basic psychological needs (average percentage mediated: 53% Study 1 and 68% Study 2). Results signify the importance of primary goods’ perceptions to wellness.

scholarly journals The Basic Psychological Needs in the Classroom Scale (BPN-CS)

2021 ◽  
Vol 11 (7) ◽  
pp. 96
Author(s):  
Pedro Javier Conesa ◽  
Jon Andoni Duñabeitia
Keyword(s):  
Elementary School ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Report ◽  
Classroom Context ◽  
School Students ◽  
Level Of Satisfaction ◽  
Convergent And Divergent Validity ◽  
Students Satisfaction

Recent experimental and theoretical studies have shown that the assessment of students’ satisfaction of their basic psychological needs (BPN) can be a powerful resource to identify different areas to improve their well-being, engagement, or learning achievement in school contexts. However, currently, the number of validated tools to assess the satisfaction of the BPN is very low, hindering informed decision-making strategies at the educational level. The aim of this study was to develop and validate the Basic Psychological Needs in the Classroom Scale (BPN-CS) instrument, adapting existing instruments and putting the new tool to the test. The BPN-CS was developed to measure the level of satisfaction of autonomy, competence, relatedness, and novelty in the classroom. We tested the scale on a representative sample of 1344 Spanish elementary school students from 8 to 13 years old. A series of analyses were run in order to test the internal consistency of the main factors as well as to prove the convergent and divergent validity of the instrument. In summary, the BPN-CS is presented as a reliable and valid self-report instrument to measure basic psychological needs in a classroom context with elementary school pupils in the Spanish context.

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