scholarly journals Penerapan Self Determination Theory: Peran Dukungan Orangtua Terhadap Academic Buoyancy Siswa Menjalani Pembelajaran Jarak Jauh

2021 ◽  
Vol 6 (2) ◽  
pp. 278-292
Author(s):  
Meilani Rohinsa ◽  
Gianti Gunawan ◽  
Anissa Lestari Kadiyono
Keyword(s):  
Parental Support ◽  
Autonomy Support ◽  
Teaching And Learning ◽  
Self Determination Theory ◽  
Point Of View ◽  
Self Determination ◽  
Three Dimensions ◽  
Academic Buoyancy ◽  
Academic Barriers ◽  
Role Of Parents

The Covid-19 pandemic has made students unable to carry out the teaching and learning process as usual. There are restrictions on physical meetings and the implementation of the emergency curriculum. It creates challenges and learning problems for students. It takes the ability to overcome it or what is known as academic buoyancy. The study aims to examine the role of parents in the academic buoyancy of students undergoing distance learning from the point of view of self-determination theory. Participants in this study were 215 students aged 12-15 years. The measuring tools in this study were the Parents as Social Context Questionnaire and the Academic Buoyancy Scale. The results show that each dimension of parental support and the three dimensions simultaneously have a role in shaping the ability to overcome academic barriers or academic buoyancy in children. The results of this study imply the importance of support from parents in the form of autonomy support, structure and involvement in shaping children's abilities to overcome academic barriers or academic buoyancy.

The role of parents in facilitating autonomous self-regulation for education

2009 ◽  
Vol 7 (2) ◽  
pp. 164-173 ◽  
Author(s):  
Wendy S. Grolnick
Keyword(s):  
Autonomy Support ◽  
Self Regulation ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Three Dimensions ◽  
Children And Parents ◽  
School Research ◽  
Role Of Parents ◽  
One Year

Self-determination theory identifies three dimensions of parenting — autonomy support versus control, involvement, and structure — as facilitating children's autonomous motivation in school. Research involving children of a range of ages — one-year-olds through adolescents — and from a variety of research labs supports this theory. This work is reviewed, as is research on characteristics of children and parents and their external surrounds that facilitate and undermine parenting that is conducive to children's autonomous motivation. Research suggests bidirectional and dynamic influences among context, parenting, and children's motivation.

scholarly journals Romantic Partner Behaviours as Social Context: Measuring Six Dimensions of Relationships

2010 ◽  
Vol 1 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Wendy H. Ducat ◽  
Melanie J. Zimmer-Gembeck
Keyword(s):  
Social Context ◽  
Autonomy Support ◽  
Quality Measures ◽  
Self Determination Theory ◽  
Romantic Partner ◽  
Self Determination ◽  
Clinical Settings ◽  
Psychological Need ◽  
Distributional Properties ◽  
High Internal Consistency

AbstractA new measure, Partner Behaviours as Social Context (PBSC), was developed and tested in two studies (N = 215, N = 316) and tested as a correlate of psychological wellbeing in a third (N = 157). Self-Determination Theory (Deci & Ryan, 2000) and related research has suggested that there are six important dimensions of partner behaviours, which should be associated with individual psychological need fulfilment, wellbeing and development. Three of these dimensions are positive, including warmth, or provision of love/affection; autonomy support, or supporting a partner's decisions; and structure, or being consistent and reliable. Three of these dimensions are negative, namely rejection, or ignoring/being hostile to a partner; coercion, or being controlling/demanding; and chaos, or unpredictability. Factor analysis supported the six-dimensional construct. The six PBSC dimensions, positive and negative subscales and total score had good distributional properties, high internal consistency, related as expected to other relationship quality measures, and diverged from most personality constructs. All PBSC scales were related to wellbeing, with some behaviours more related than others. For example, coercion was strongly associated with compromised wellbeing, while warmth showed weak, positive associations with positive functioning. The PBSC is expected to have utility in both research and clinical settings.

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.

scholarly journals Motivation of 14 Year-old Students using Tablets, compared to those using Textbooks and Workbooks

2018 ◽  
Vol 12 (4) ◽  
pp. 86
Author(s):  
David Mendez ◽  
Miriam Mendez ◽  
Juana Anguita
Keyword(s):  
Intrinsic Motivation ◽  
Self Determination Theory ◽  
The Self ◽  
Self Determination ◽  
Three Dimensions ◽  
Science Class ◽  
School Year ◽  
Different Dimensions ◽  
At Home

Intrinsic motivation is important and it can be divided in different dimensions. The Self-Determination Theory is based on intrinsic motivation. The test based on this theory was given to 14-year old students from three different schools: one where students used tablets in the science class during the 2015-16 school year, and two schools where students used textbooks and workbooks for the same subject in the classroom and at home. The test measured three dimensions of intrinsic motivation: interest and satisfaction in connection with the tasks they perform, how they perceive their competence to use the necessary tools to study and the value of the tasks they perform. The results show that students using tablets are more motivated in the three dimensions measured by the test than those using the textbook.

scholarly journals Shaping space and practice to support autonomy: lessons from natural settings in Scotland

2019 ◽  
Vol 23 (3) ◽  
pp. 291-305
Author(s):  
Alexia Barrable
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Natural Environment ◽  
Autonomy Support ◽  
Self Determination Theory ◽  
Early Years ◽  
Self Determination ◽  
Childhood Education ◽  
Support Autonomy ◽  
Natural Settings

AbstractIn the present paper, I explore some of the concrete manifestation of autonomy support in natural childcare and early childhood education settings, under the organising framework of self-determination theory. More specifically, I present the ways in which early childhood educators shape the space of natural settings and use the affordances of the natural environment to promote autonomy in children aged 3–8 years. The practices presented are a result of direct observation in several Scotland-based outdoor settings, observations and organic conversations with educators in outdoor and forest kindergartens. Hopefully the practices and spaces presented in this paper can be of use by educators and setting managers who aim to support autonomous learning and intrinsic motivation in their pupils in outdoor natural early years’ settings.

Parenting, self-regulation, and treatment adherence in pediatric chronic headache: A self-determination theory perspective

2019 ◽  
pp. 135910531988459 ◽  
Author(s):  
Alessandra Caruso ◽  
Wendy Grolnick ◽  
Jonathan Rabner ◽  
Alyssa Lebel
Keyword(s):  
Treatment Adherence ◽  
Autonomy Support ◽  
Chronic Headache ◽  
Self Regulation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Lower Treatment ◽  
Headache Clinic ◽  
Maternal Autonomy

This study examined parenting factors associated with children’s self-regulation and physician-rated treatment adherence using a self-determination theory framework in pediatric chronic headache. Participants were 58 children and adolescents (aged 10–17 years), who underwent initial and follow-up multidisciplinary evaluation at a headache clinic, and their mothers. Regression analyses showed that higher maternal autonomy support and structure were significantly related to children’s lower treatment-related reactance and higher adherence. Maternal controllingness had associations in the opposite directions. Children’s fear of pain was related to maternal controllingness. Results suggest the importance of parents’ provision of clear expectations and engaging children in treatment problem-solving and decision-making.

Autonomous Motivation and Pro-Environmental Behaviours Among Bedouin Students in Israel: A Self-Determination Theory Perspective

2015 ◽  
Vol 31 (2) ◽  
pp. 223-247 ◽  
Author(s):  
Haya Kaplan ◽  
Nir Madjar
Keyword(s):  
High School Students ◽  
Autonomy Support ◽  
Structural Equation ◽  
Large Scale ◽  
Intervention Program ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
School Students ◽  
Environmental Behaviours

AbstractPromoting pro-environmental behaviours (PEBs) among students is a major concern for educators. The present article presents an educational program based on a self-determination theory framework (SDT; Deci & Ryan, 2000) and a study demonstrating that working according to the theoretical principles presented in the program leads to the desired outcomes. The primary aim of the study was to test whether a hypothesised model in which autonomy support by students’ parents and moderators in a large-scale intervention program would be associated with autonomous motivation, which would in turn lead to PEBs, over and above the contributions of the students’ self-perceived competence and relatedness. The participants were 102 Bedouin high-school students (Grades 8 to 10) sampled from a cultural background characterised by a collectivist-hierarchical society in Israel. The results, based on structural equation modelling, indicated that moderators and parental autonomy support, as well as self-perceived relatedness and competence, were associated with students’ autonomous motivation, which in turn was associated with pro-environmental behaviours (including cleaning behaviours, activism, and preserving behaviours). The study supported the hypothesised model and demonstrated that SDT can be utilised as a theoretical framework for educational programs aimed at improving students’ self-determined PEBs.

The Importance of Supporting Adolescents’ Autonomy in Promoting Physical-Sport Exercise

2013 ◽  
Vol 16 ◽  
Author(s):  
Juan Antonio Moreno-Murcia ◽  
Elisa Huéscar Hernández
Keyword(s):  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Structural Equations ◽  
Basic Psychological Needs ◽  
Social Goals ◽  
Self Determination ◽  
Adolescent Students ◽  
Class Context

AbstractThis study was conducted toward the objective of analyzing certain factors that influence physical activity in Spanish adolescent students using self-determination theory (Deci & Ryan, 1985; 2000) as a framework. Participants included 698 physical education students whose perception of the autonomy support provided by their teachers was assessed in and out of the class context. Also assessed were social goals of responsibility and relationship with others, basic psychological needs, and intrinsic motivation, which is part of self-determination theory (SDT). Finally, the “intention” factor posited by the theory of planned behavior (TPB) and students’ rate of exercise in the last twelve months were considered. The results of structural equations modeling suggest autonomy education, autonomy support, and social goals positively predicted certain psychological mediators, which in turn positively predicted students’ intrinsic motivation, which was a positive predictor of intention, and that of rate of exercise. The results also highlight the benefit of promoting autonomy to enhance students’ physical exercise practice.

scholarly journals Delivery and Receipt of a Self-Determination-Theory-Based Extracurricular Physical Activity Intervention: Exploring Theoretical Fidelity in Action 3:30

2016 ◽  
Vol 38 (4) ◽  
pp. 381-395 ◽  
Author(s):  
Simon J. Sebire ◽  
Mark J. Edwards ◽  
Kenneth R. Fox ◽  
Ben Davies ◽  
Kathryn Banfield ◽  
...  
Keyword(s):  
Physical Activity ◽  
Autonomy Support ◽  
Physical Activity Intervention ◽  
Intervention Group ◽  
Implementation Fidelity ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
After School ◽  
School Based

The implementation, fidelity, and receipt of a self-determination-theory-based after-school physical activity intervention (Action 3:30) delivered by teaching assistants (TAs) was examined using a mixed-methods process evaluation. Physical activity motivation and need satisfaction were reported by 539 participants at baseline, the end of intervention, and 4-month follow-up. Pupil- and TA-reported autonomy-support and teaching efficacy were collected alongside interviews with 18 TAs and focus groups with 60 participants. Among intervention boys there were small increases in identified, introjected, and external motivation and no differences in need satisfaction. Among girls, intrinsic and identified motivation and autonomy and relatedness were lower in the intervention group. Qualitative evidence for fidelity was moderate, and boys reported greater need satisfaction than girls. TAs provided greater structure than involvement or autonomy-support and felt least efficacious when facing school-based challenges. The findings highlight the refinements needed to enhance theoretical fidelity and intervention effectiveness for boys and girls.

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