Influence of an Educational Innovation Program and Digitally Supported Tasks on Psychological Aspects, Motivational Climate, and Academic Performance

Background: In university education, there is a need to provide students with the ability to use knowledge, and it has been shown that the cooperative model, with respect to information and communication technology (ICT), is effective. The aim of this study was to analyze the influence of an educational innovation program, based on the jigsaw technique and digitally supported tasks, on the psychological aspects, motivational climate, and academic performance of university students. Methods: A quasi-experimental study was conducted with an experimental group consisting of 100 university students (mean age: 21.84 ± 1.50 years). The motivational climate and the basic psychological needs in education, intrinsic motivation, academic self-concept, and academic performance were measured. Results: Significant increases were found in all variables after the intervention (p < 0.006–0.001), except for the variable, ego-motivational climate. The covariate perception of prior competences was significant for the model (p < 0.001). The students who had chosen a specific topic to develop with the jigsaw technique obtained a better grade than the rest of their classmates when the student’s academic performance was included as a covariate (p < 0.001). Conclusions: The psychological aspects, motivational climates, and academic performances of university students improved after the implementation of an educational innovation program, based on the cooperative learning model with the jigsaw technique, and the use of digitally supported tasks.

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Improving students’ predisposition towards physical education by optimizing their motivational processes in an acrosport unit

European Physical Education Review ◽

10.1177/1356336x16654390 ◽

2016 ◽

Vol 23 (4) ◽

pp. 444-460 ◽

Cited By ~ 9

Author(s):

Ángel Abós ◽

Javier Sevil ◽

José Antonio Julián ◽

Alberto Abarca-Sos ◽

Luis García-González

Keyword(s):

Physical Education ◽

Psychological Needs ◽

Motivational Climate ◽

Basic Psychological Needs ◽

Goal Theory ◽

Intervention Programme ◽

Final Sample ◽

Quasi Experimental ◽

Task Oriented ◽

Experimental Group

Grounded in self-determination theory and achievement goal theory, this quasi-experimental study evaluated the effectiveness of a teaching intervention programme to improve predisposition towards physical education based on developing a task-oriented motivational climate and supporting basic psychological needs. The final sample consisted of 35 secondary education students, aged 15–17 ( M age = 15.35, SD = 0.49), divided into two groups: control ( n = 15) and experimental ( n = 20). The intervention programme was applied in the experimental group to 12 acrosport unit lessons based on motivational strategies by means of TARGET areas (i.e. Task, authority, recognition, grouping, evaluation and time). Firstly, the experimental group obtained significantly higher values in perceived support of the basic psychological needs and in the perceived task-oriented motivational climate in the acrosport unit. Secondly, this intervention was effective in generating a significant increase in predisposition towards physical education in the experimental group. Noteworthy is the need to generate interventions in different content areas that may improve students’ predisposition towards physical education, which could contribute to them adopting a more active lifestyle.

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Estilos de enseñanza participativos en las clases de Educación Física y su influencia sobre diferentes aspectos psicológicos | Participatory teaching styles in Physical Education classes and their influence on different psychological aspects

ESPIRAL CUADERNOS DEL PROFESORADO ◽

10.25115/ecp.v12i25.2286 ◽

2019 ◽

Vol 12 (25) ◽

pp. 30 ◽

Cited By ~ 2

Author(s):

Iván Lebrero Casanova ◽

Bartolomé J. Almagro ◽

Pedro Sáenz-López

Keyword(s):

Physical Education ◽

Autonomy Support ◽

Teaching Styles ◽

Self Esteem ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Psychological Aspects ◽

Control Group ◽

Quasi Experimental ◽

Experimental Group

El objetivo del estudio consistió en analizar diferentes aspectos psicológicos (soporte autonomía, necesidades psicológicas básicas, autoestima y motivación) tras una intervención basada en diferentes estilos de enseñanza (impartición de las sesiones por parte del docente y de los alumnos mediante estilos de enseñanza participativos y trabajo cooperativo). Se llevó a cabo un diseño de investigación cuasi-experimental pre-post con un grupo control y otro experimental. En el grupo control se mantuvo la dinámica habitual de clase (con el docente de Educación Física) y en el experimental era el alumnado (quién con la supervisión del profesor) quien impartía las clases. Los resultados mostraron que en el grupo experimental se produjo un descenso del soporte autonomía del docente y una mejora en la relación con los demás, en la autoestima y en la regulación externa (que disminuyó). La mayor implicación del alumnado en su proceso enseñanza-aprendizaje hizo mejorar los diferentes aspectos psicológicos estudiados.AbstractThe main objective of this study was to analyze different psychological aspects (autonomy support, basic psychological needs, motivation and self-esteem) after an intervention process based on several teaching styles (lesson implementation by the teacher and the students with means of participatory teaching styles and cooperative work). A pre-post quasi-experimental research design was carried out with a control group and an experimental group. With the control group, the usual classroom dynamics (with the Physical Education teacher) were maintained, and with the experimental group the students (with the supervision of the teacher) taught the lessons. Results showed that the experimental group experienced a decline in autonomy support of the teacher and an improvement in the sense of relatedness, self-esteem, and external regulation (which declined). The greater involvement of the students in their teaching-learning process improved the different psychological aspects studied.

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Basic Psychological Needs and Their Association with Academic Factors in the Spanish University Context

Sustainability ◽

10.3390/su13052449 ◽

2021 ◽

Vol 13 (5) ◽

pp. 2449

Author(s):

Ramón Chacón-Cuberos ◽

Amador Jesús Lara-Sánchez ◽

Manuel Castro-Sánchez

Keyword(s):

Academic Performance ◽

University Students ◽

Vocational Training ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Cross Sectional ◽

Academic Factors ◽

Ex Post ◽

Ex Post Facto ◽

Spanish Universities

Motivational development represents a key element for academic performance in the university context. A non-experimental study with a cross-sectional and ex post facto design through a single measurement in a single group was conducted. The sample was made up of a total of 2736 university students (♂ = 33.8% (n = 924); ♀ = 66.2% (n = 1812)) belonging to a total of 19 Spanish universities. The main instrument used was the Basic Psychological Needs scale, using the IBM SPSS 22.0 (IBM Corp., Armonk, NY, USA) software for data analysis. The results showed that the need for autonomy was higher in social sciences students, those who accessed their studies through vocational training and those who attended their degree in person. In addition, this need was positively related to score, but inversely related to age and grade. The need for competence was higher in students who studied in private centers, those who accessed their university studies through other ways and those students who studied online. Likewise, this need was directly related to the score. Finally, it should be noted that the need for relationships was higher in university students from public institutions, students who accessed their studies through vocational training and those who studied in face-to-face universities. The need for a relationship correlated positively with the score, although with less strength than other needs. In this way, the relevance of various academic factors in the motivational development of students can be established, from which various educational implications are derived in order to favor academic performance.

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How TGfU Influence on Students’ Motivational Outcomes in Physical Education? A Study in Elementary School Context

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18105407 ◽

2021 ◽

Vol 18 (10) ◽

pp. 5407

Author(s):

Vicente Gaspar ◽

Alexander Gil-Arias ◽

Fernando Del Villar ◽

Alba Práxedes ◽

Alberto Moreno

Keyword(s):

Physical Education ◽

Healthy Lifestyle ◽

School Context ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Control Group ◽

Physically Active ◽

Quasi Experimental ◽

Experimental Group ◽

Small Side

The purpose of this study was to implement a comprehensive teaching program based on the principles of Teaching Games for Understanding (TGfU) model and questioning, and to assess its consequences for students’ satisfaction of basic psychological needs, motivation, perceptions of ability and intention to be physically active during Physical Education lessons in primary education. A quasi-experimental design was utilized. Participants were 111 students from two different groups of fifth and sixth graders, all enrolled in one primary school. Participants were divided into experimental and control group. Experimental group experienced a TGfU unit, according to small side games and the questioning. Control group experienced a small side games unit, without questioning. Within-group results showed that experimental group students reported significantly higher mean scores in all dependents variables of the study, in both genders. Results showed that control group only reported significantly higher mean scores in intention to be physically active variable, also in both genders. The results demonstrate the need to implement didactic units under comprehensive pedagogical approaches to improve motivation and the intention to develop healthy lifestyle habits in female and male students. More researches are needed to support this evidence.

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The Role of an Empowering Motivational Climate on Pupils’ Concentration and Distraction in Physical Education

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2020-0252 ◽

2021 ◽

pp. 1-11

Author(s):

Maxime Mastagli ◽

Aurélie Van Hoye ◽

Jean-Philippe Hainaut ◽

Benoît Bolmont

Keyword(s):

Physical Education ◽

Negative Affect ◽

Structural Equation ◽

Psychological Needs ◽

Motivational Climate ◽

Need Satisfaction ◽

Basic Psychological Needs ◽

Multilevel Structural Equation Modeling ◽

Equation Modeling ◽

Positive And Negative Affect

Purpose: The present study investigated the relationship between an empowering motivational climate and pupils’ concentration and distraction in physical education, mediated by basic psychological needs satisfaction and by positive and negative affect. Method: The participants were 425 French pupils (Mage = 15.36, SDage = 0.82) from 21 high schools, who filled in a questionnaire regarding the study variables. This cross-sectional study used multilevel structural equation modeling to examine the hypothesized relationships. Results: Good fit indices were found in the data from the theoretical model. An empowering motivational climate was found to be related to concentration. Competence need satisfaction was related to concentration and distraction. This association was mediated by positive and negative affect, which in turn was related to concentration and distraction. Conclusion: Teachers can improve pupils’ concentration and positive affect and reduce distraction and negative affect by supporting an empowering motivational climate and fostering competence need satisfaction.

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Motivational profiles and their relationships with basic psychological needs, academic performance, study strategies, self-esteem, and vitality in dental students in Chile

Journal of Educational Evaluation for Health Professions ◽

10.3352/jeehp.2018.15.11 ◽

2018 ◽

Vol 15 ◽

pp. 11 ◽

Cited By ~ 6

Author(s):

Cesar A. Orsini ◽

Vivian I. Binnie ◽

Jorge A. Tricio

Keyword(s):

Academic Performance ◽

Intrinsic Motivation ◽

Self Esteem ◽

Psychological Needs ◽

Study Strategies ◽

Dental Students ◽

Basic Psychological Needs ◽

Cluster Solution ◽

Controlled Motivation ◽

Motivational Profiles

Purpose: To determine dental students’ motivational profiles through a person-centred approach and to analyse the associations with the satisfaction of their basic psychological needs, study strategies, academic performance, self-esteem, and vitality. Methods: A total of 924 students from the University of San Sebastian (Chile) participated in this cross-sectional cor¬relational study in spring 2016. Data were collected through 5 self-reported instruments, in addition to students’ academic performance. The Cronbach alpha, descriptive statistics, and correla¬tion scores were computed. A k-means cluster analysis with intrinsic and controlled motivation was conducted to identify different mo-tivational profiles. Subsequently, multivariate analysis of covariance controlling for the effects of gender and year of study was carried out to assess differences among the retained motivational profiles and learning variables. Results: All instruments showed acceptable Cronbach alpha scores. A 4-cluster solution was retained for the motivational profile over a 3- or 5-cluster solution. Students’ motiva-tional profiles were characterized by different degrees of intrinsic and controlled motivation. The high intrinsic motivation groups showed higher perceptions of their basic psychological, a greater propensity for a deep rather than surface study strategy, better academic performance, and higher scores for self-esteem and vitality than the low intrinsic motivation groups, regardless of the degree of controlled motivation. Conclusion: Students with a high intrinsic motivation profile, regardless of their controlled motivation scores, reported better learning characteristics. Therefore, special attention should be paid to students’ motivational profiles, as the quality of motivation might serve as a basis for interventions to support their academic success and well-being.

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Effects of Basic Psychological Needs on Resilience: A Human Agency Model

Frontiers in Psychology ◽

10.3389/fpsyg.2021.700035 ◽

2021 ◽

Vol 12 ◽

Author(s):

Yuan Liu ◽

Xiaoxing Huang

Keyword(s):

Academic Performance ◽

Human Agency ◽

Self Determination Theory ◽

Analytical Framework ◽

Psychological Needs ◽

Academic Resilience ◽

Basic Psychological Needs ◽

Mediation Model ◽

Agency Model ◽

The Relationship

Academic resilience refers to the ability to recover and achieve high academic outcomes despite environmental adversity in the academic setting. At the same time, self-determination theory (SDT) offers a human agency model to understand individuals' autonomy to achieve in various fields. The present longitudinal study explored the factors influencing resilience from the analytical framework of SDT to investigate how basic psychological needs strengthen students' resilience. A mediation model was proposed that resilience may mediate the relationship between basic psychological needs and academic performance. The results from 450 10th grade Chinese students showed that three basic psychological needs (i.e., autonomy, competence, and relatedness) facilitate academic resilience; academic resilience thus increases subsequent academic performance after controlling for previous test scores.

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University Students’ Basic Psychological Needs, Motivation, and Vitality Before and During COVID-19: A Self-Determination Theory Approach

Frontiers in Psychology ◽

10.3389/fpsyg.2021.775804 ◽

2021 ◽

Vol 12 ◽

Author(s):

Florian H. Müller ◽

Almut E. Thomas ◽

Matteo Carmignola ◽

Ann-Kathrin Dittrich ◽

Alexander Eckes ◽

...

Keyword(s):

Distance Learning ◽

University Students ◽

Basic Needs ◽

Self Determination Theory ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Self Determination ◽

Theory Approach ◽

German Version ◽

Motivational Regulation

Self-determination theory assumes that the basic psychological needs for autonomy, competence, and relatedness are associated with motivational regulation. As these basic psychological needs may have been affected by the shift to distance learning, students’ motivational regulation and vitality may have suffered as well. The purpose of this study was to examine the motivational regulation, satisfaction, or frustration of the basic psychological needs and vitality of university students before and after the transition to forced distance learning during the COVID-19 pandemic: Two student samples from Austria and Germany were studied: One was surveyed before the conversion to distance learning (N=1,139) and the other at the beginning of forced distance learning (N=1,835). The instruments used were the Scales for the Measurement of Motivational Regulation for Learning in University Students (SMR-L), the German version of the Basic Psychological Needs Satisfaction and Frustration Scale, a scale developed by the authors to differentiate the assessment of social relatedness, and the German version of the Subjective Vitality Scale. The results show that the satisfaction of basic psychological needs was significantly lower and the frustration thereof substantially higher during the distance learning period than before the pandemic. Intrinsic motivation and identified regulation were significantly lower during the forced distance learning period, and more controlled forms of motivation were higher than before the pandemic. Structural equation models showed that 42% of the students’ vitality can be explained by motivational regulation and the satisfaction and frustration of their basic needs. Motivational regulation styles functioned (differentiated according to the degree of autonomy) as mediating variables between basic needs and vitality. In terms of theoretical implications, the distinction between approach and avoidance components of introjected regulation was shown to be adequate and necessary, as they explain the outcome vitality differently. The support and avoidance of frustration of basic psychological needs should be considered in distance learning to promote the quality of motivation and students’ vitality.

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A Cluster Analysis on Students’ Perceived Motivational Climate. Implications on Psycho-Social Variables

The Spanish Journal of Psychology ◽

10.1017/sjp.2014.21 ◽

2014 ◽

Vol 17 ◽

Cited By ~ 5

Author(s):

Javier Fernandez-Rio ◽

Antonio Méndez-Giménez ◽

Jose A. Cecchini Estrada

Keyword(s):

Cluster Analysis ◽

Hierarchical Cluster ◽

Psychological Needs ◽

Motivational Climate ◽

Basic Psychological Needs ◽

Social Variables ◽

Class Climate ◽

Buffering Hypothesis ◽

Perceived Motivational Climate ◽

A Performance

AbstractThe aim of this study was to examine how students’ perceptions of the class climate influence their basic psychological needs, motivational regulations, social goals and outcomes such as boredom, enjoyment, effort, and pressure/tension. 507 (267 males, 240 females) secondary education students agreed to participate. They completed a questionnaire that included the Spanish validated versions of Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2), Basic Psychological Needs in Exercise (BPNES), Perceived Locus of Causality (PLOC), Social Goal Scale-Physical Education (SGS-PE), and several subscales of the IMI. A hierarchical cluster analysis uncovered four independent class climate profiles that were confirmed by a K-Means cluster analysis: “high ego”, “low ego-task”, “high ego-medium task”, and “high task”. Several MANOVAs were performed using these clusters as independent variables and the different outcomes as dependent variables (p < .01). Results linked high mastery class climates to positive consequences such as higher students’ autonomy, competence, relatedness, intrinsic motivation, effort, enjoyment, responsibility and relationship, as well as low levels of amotivation, boredom and pressure/tension. Students’ perceptions of a performance class climate made the positive scores decrease significantly. Cluster 3 revealed that a mastery oriented class structure undermines the negative behavioral and psychological effects of a performance class climate. This finding supports the buffering hypothesis of the achievement goal theory.

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Aportaciones de la teoría de la autodeterminación a la predicción de la satisfacción escolar en estudiantes universitarios

Revista de Investigación Educativa ◽

10.6018/rie.37.2.328191 ◽

2019 ◽

Vol 37 (2) ◽

pp. 471-485 ◽

Cited By ~ 3

Author(s):

José-Manuel Tomás ◽

Melchor Gutiérrez

Keyword(s):

University Students ◽

Latent Variables ◽

Autonomy Support ◽

Structural Equation ◽

Structural Equation Models ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Academic Satisfaction ◽

Mediational Model ◽

Estudiantes Universitarios

La literatura especializada ofrece evidencias de que en todo el mundo las tasas de deserción universitaria son elevadas, generando inconvenientes para los propios estudiantes, para la institución a la que pertenecen y para la sociedad en general. Los determinantes del abandono de los estudios son diversos, considerando uno de los más importantes la satisfacción de los estudiantes con su entorno educativo. La satisfacción académica de los estudiantes depende en gran medida del clima motivacional del aula y de la satisfacción de las necesidades psicológicas básicas, fundamento de la teoría de la autodeterminación. En el marco teórico de la motivación autodeterminada y de la psicología positiva, el objetivo de este trabajo es analizar la capacidad predictiva del apoyo a la autonomía por los profesores sobre la satisfacción académica de los alumnos, mediado por la satisfacción de las necesidades psicológicas básicas de los estudiantes. Los participantes son 752 estudiantes universitarios dominicanos. Instrumentos: Percepción de Apoyo a la Autonomía por los Profesores, Satisfacción Necesidades de las Psicológicas Básicas de los Estudiantes, y Conectividad Académica. Los datos se analizan a través de dos Modelos de Ecuaciones Estructurales con variables latentes, uno con mediación total y otro con mediación parcial. Los resultados muestran que el apoyo a la autonomía se relaciona positivamente con la satisfacción de las necesidades psicológicas básicas; las necesidades básicas se relacionan positivamente con la satisfacción académica; y también aparece un efecto positivo y directo del apoyo a la autonomía por los profesores sobre la satisfacción académica de los estudiantes universitarios. The specialized literature offers evidence that university dropout rates are high throughout the world, creating problems for the students themselves, for the institution to which they belong, and for society in general. The determining factors of dropout are diverse, considering the student satisfaction with their educational environment as one of the most important ones. There is also evidence that the students’ satisfaction with their academic environment depends to a large extent on the classroom motivational climate and the satisfaction of basic psychological needs, main elements of the self-determination theory. In the theoretical framework of self-determined motivation and positive psychology, the objective of this paper is to analyze the predictive capacity of teachers’ autonomy support on students’ academic satisfaction, mediated by the satisfaction of the students’ basic psychological needs. Participants are 752 Dominican university students. Instruments: Perceived Teachers’ Autonomy Support, Students’ Basic Psychological Needs Scale, and Academic Connectedness Scale. The data has been analyzed through two Structural Equation Models with latent variables, a total mediational model and a partial mediational model. The results show that support for autonomy is positively related to the satisfaction of basic psychological needs; that basic needs are positively related to academic satisfaction; and that there is also a positive and direct effect of autonomy support by teachers on university students’ academic satisfaction.

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