Exploring the Influence of Learning Motivation and Socioeconomic Status on College Students’ Learning Outcomes Using Self-Determination Theory

There is sufficient evidence that suggests Student as Partners’ (SaP) practices promote student motivation, engagement, and learning outcomes. This study attempts to understand the underlying mechanism of SaP and its potential to provide the motivational foundation for the students who engage in it and produce quality outcomes. We employ the self-determination theory’s (SDT) framework to explain how the processes of partnership lead to students’ psychological need satisfaction (autonomy, competence, and relatedness) in order to develop and maintain motivation. The data for this proposition was utilised from the two case studies (Author et al 2018; Author et al., 2017) that were conducted in partnership with students. The three constructs, autonomy, competence, and relatedness served as the framework that guided the data analysis. The findings establish that the social contextual factors posited by SDT for students’ need satisfaction fittingly resonate with the principles and practices of SaP. Implications for SaP practitioners are discussed on how SaP can motivate students and sustain engagement

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Autonomy, affiliation, and ability: Relative salience of factors that influence online learner motivation and learning outcomes

Knowledge Management & E-Learning: An International Journal ◽

10.34105/j.kmel.2010.02.004 ◽

2010 ◽

pp. 30-50

Keyword(s):

Learning Outcomes ◽

Self Determination Theory ◽

Self Determination ◽

Online Learners ◽

Learner Support ◽

Online Programs ◽

Learner Motivation ◽

Level Of Motivation ◽

Motivation And Learning ◽

Relative Salience

Autonomy, affiliation, and ability appear as main factors that influence online learners’ motivation and learning outcomes, however, the relative salience of these three factors remains unclear in the online learning literature. Drawing on Deci and Ryan’s self-determination theory, this study sought to bridge this gap by investigating the relative salience of perceived autonomy, affiliation, and ability on learner motivation and learning outcomes in two special education online programs (N = 262). This study found that the most salient predictor varied from categories of motivation and learning outcomes, and the number of significant predictors increased by participants’ level of motivation/self-determination. Results of this study provide implications for online learner support.

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Structural Relationships Among Nursing College Students’ Self-determination Theory, Career Self-efficacy and Learning Flow

The Journal of Humanities and Social sciences 21 ◽

10.22143/hss21.12.2.158 ◽

2021 ◽

Vol 12 (2) ◽

pp. 2241-2256

Author(s):

Meyoung Jang ◽

Heekyung Kong ◽

Eunju Heo

Keyword(s):

College Students ◽

Self Efficacy ◽

Self Determination Theory ◽

Self Determination ◽

Structural Relationships ◽

Nursing College ◽

Learning Flow

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Why Do Chinese College Students Learn ESP: An Analysis of Language Learning Motivations within SDT Framework

English Language Teaching ◽

10.5539/elt.v9n4p92 ◽

2016 ◽

Vol 9 (4) ◽

pp. 92 ◽

Cited By ~ 2

Author(s):

Liangxing Liu

Keyword(s):

College Students ◽

Statistical Analysis ◽

Language Learning ◽

Self Determination Theory ◽

The Self ◽

English For Specific Purposes ◽

Self Determination ◽

Chinese College Students ◽

Learning English

<p>This study mainly investigates the motivational characteristics of Chinese college students learning English for Specific Purposes (ESP). By critically examining and comparing Gardner’s (1985) Integrative-Instrumental model and the Self-determination Theory (SDT) by Deci and Ryan(1985), the researcher finds out that the latter one is more comprehensive and applicable to the case of Chinese college ESP learners (the subjects). Thus the researcher develops a questionnaire within the SDT framework to analyze the subjects’ motivations. Drawing upon a follow-up statistical analysis, the research discovers the motivational propensities of the subjects. A discussion of corresponding motivational methods to help improve the subjects’ ESP learning is provided at the end of the article.</p>

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