scholarly journals Omvendt undervisning versus tradisjonell undervisning i naturfag på ungdomsskolen: en studie av elevers motivasjon, forberedelser og læringsutbytte

2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Pål Kvello ◽  
Stine Slaatsveen Barstad ◽  
Bernt Rønning ◽  
Elin Tronsaune Moen ◽  
Ove Østerlie
Keyword(s):  
Secondary School ◽  
Empirical Data ◽  
Flipped Classroom ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Learning Outcome ◽  
Self Determination ◽  
Strong Impact ◽  
Traditional Teaching ◽  
Lower Secondary School

Som svar på en rekke forespørsler om empiriske data på effekten av omvendt undervisning, har vi utført en mindre studie som sammenligner elevers motivasjon, forberedelser og læringsutbytte mellom omvendt undervisning og tradisjonell under-visning. For å gjøre dette gjennomførte vi en økt med henholdsvis omvendt undervis-ning og tradisjonell undervisning i to klasser på ungdomsskolen og målte indikatorer for elevenes læringsutbytte og forberedelse til undervisningen. I tillegg intervjuet vi elever fra begge klassene og tolket våre data med bruk av selvbestemmelsesteorien for motivasjon. Resultatene indikerer at en økt med omvendt undervisning i ungdomsskolen kan fremme autonom motivasjon bedre enn tradisjonell undervisning. Imidlertid bidrar ikke metoden nødvendigvis til at flere elever forbereder seg eller oppnår høyere læringsutbytte, skjønt den kan påvirke elever forskjellig. Videre er det indikasjoner på at forberedelser har vesentlig betydning for læringsutbyttet i både omvendt og tradisjonell undervisning. Denne studien bidrar med empiri til en mangelfull litteratur vedrørende effekten av omvendt undervisning i forhold til tradisjonell undervisning. Nøkkelord: omvendt undervisning, motivasjon, læringsutbytte, ungdomsskolen, selvbestemmelsesteorien   Flipped classroom versus traditional teaching of science in lower secondary school: a study of pupils’ motivation, preparation and learning outcome AbstractIn response to numerous requests for empirical data on the effect of flipped classroom, we performed a minor study comparing pupils’ motivation, preparation and learning outcome between flipped classroom and traditional teaching. To do this, we conducted a session with flipped classroom and traditional teaching, respectively, in two lower secondary school classes and measured indicators of learning outcome and preparation for class. In addition, we interviewed pupils from both classes and interpreted the data using the self-determination theory of motivation. The results indicate that a session with flipped classroom in upper secondary school can promote development of autonomous motivation better than traditional teaching. However, it does not necessarily result in more pupils preparing for class or a higher learning outcome than traditional teaching, albeit it can affect pupils differently. Furthermore, the study indicates that preparation for class has a strong impact on the learning outcomes in both flipped classroom and traditional teaching. This study compensates for the paucity of empirical data in the literature pertaining to the effect of flipped classroom as compared to traditional teaching. Keywords: flipped classroom, motivation, learning outcome, lower secondary school, self-determination theory

scholarly journals Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Mahnaz Khayat ◽  
Fariba Hafezi ◽  
Parviz Asgari ◽  
Marzieh Talebzadeh Shoushtari
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Self Determination ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Experimental Group

Background: The flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination. Objectives: The present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students. Methods: The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data. Results: The posttest scores (mean ± SD) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. The flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (P = 0.01). The flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students. Conclusions: According to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.

scholarly journals Autonomous Motivation and Self-Disclosure Intention

2021 ◽  
Vol 33 (6) ◽  
pp. 1-27
Author(s):  
Wei-Tsong Wang ◽  
Wei-Ming Ou ◽  
Wei-Chi Chiu
Keyword(s):  
User Satisfaction ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Quality Factors ◽  
User Intention ◽  
Self Disclosure ◽  
Research Results ◽  
Related Information ◽  
Related Quality

Studies that specifically discuss the formation of autonomous motivations of users of social networking services (SNSs) and how such motivation influences SNS user intention to disclose personal location-related information (PLRI) are absent from the literature. Consequently, this study, based on the self-determination theory and the information system success (ISS) model, investigates the relationships among key system-related quality factors, SNS users’ autonomous motivations and user satisfaction regarding an SNS, and their intentions to disclose PLRI. Survey data collected from 514 students at six universities were analyzed to validate our research model. Research results show that three system-related quality factors have different influences on user satisfaction and autonomous motivation, while both autonomous motivation and user satisfaction are significant antecedents of user intention to disclose PLRI. The research results have extended the application and advanced the understanding of ISS model and self-determination theory in the context of SNS.

Accounting for Professional Accountants' Dysfunctional Knowledge Sharing: A Self-Determination Theory Perspective

2017 ◽  
Vol 32 (1) ◽  
pp. 45-65
Author(s):  
R. Cameron Cockrell ◽  
Dan N. Stone ◽  
Benson Wier
Keyword(s):  
Knowledge Sharing ◽  
Financial Incentives ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Data Availability ◽  
Self Determination ◽  
Organizational Leaders ◽  
Accounting Systems ◽  
Accounting Professionals

ABSTRACT Investigating how and why accounting professionals share useless and harmful knowledge challenges designers of accounting systems and organizational leaders. In this paper, we extend self-determination theory (SDT) to investigate the influence of financial incentives on (1) harmful, and (2) masked, i.e., organizationally useless, knowledge sharing (KS) among accounting professionals (n = 428) by adapting measures from SDT to the professional accounting context. Although self-disclosed dysfunctional KS is infrequent in our sample, the results indicate that, consistent with the predictions of our extension of SDT, accountants with higher controlled (higher autonomous) motivation are more (less) influenced by financial incentives and engage in more (less) dysfunctional KS. Data Availability: Contact the authors.

Motivation, Personality, and Development Within Embedded Social Contexts: An Overview of Self-Determination Theory

2012 ◽  
pp. 84-108 ◽  
Author(s):  
Edward L. Deci ◽  
Richard M. Ryan
Keyword(s):  
Psychological Health ◽  
Basic Needs ◽  
Empirical Support ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Social Contexts ◽  
Need Satisfaction ◽  
Self Determination ◽  
Human Beings

Self-determination theory maintains and has provided empirical support for the proposition that all human beings have fundamental psychological needs to be competent, autonomous, and related to others. Satisfaction of these basic needs facilitates people's autonomous motivation (i.e., acting with a sense of full endorsement and volition), whereas thwarting the needs promotes controlled motivation (i.e., feeling pressured to behave in particular ways) or being amotivated (i.e., lacking intentionality). Satisfying these basic needs and acting autonomously have been consistently shown to be associated with psychological health and effective performance. Social contexts within which people operate, however proximal (e.g., a family or workgroup) or distal (e.g., a cultural value or economic system), affect their need satisfaction and type of motivation, thus affecting their wellness and effectiveness. Social contexts also affect whether people's life goals or aspirations tend to be more intrinsic or more extrinsic, and that in turn affects important life outcomes.

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.

A cross-cultural analysis of autonomy in education

2009 ◽  
Vol 7 (2) ◽  
pp. 253-262 ◽  
Author(s):  
Valery I. Chirkov
Keyword(s):  
Autonomy Support ◽  
Academic Motivation ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Cultural Analysis ◽  
Cross Cultural ◽  
Self Determination ◽  
Deterministic Models ◽  
Psychological Evidence

In this article I highlight recent (published after 2000) cross-cultural studies on the role of autonomous academic motivation and autonomy support in students' cognitive and psychological development. The self-determination theory (SDT) thesis of a universal beneficial role of autonomous motivation is supported by numerous empirical results from educational researchers from diverse educational settings around the world. These results are discussed in terms of the importance of recognizing students' basic needs for autonomy in learning environments, and the cultural deterministic models of socio-cultural differences that have obscured that need. Studies within the SDT provide strong psychological evidence to support a more interactive, multidimensional picture of human nature in various sociocultural contexts.

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