Emotional engagement in kindergarten and school children: A self-determination theory perspective

Streb, Judith; Keis, Oliver; Lau, Maren; Hille, Katrin; Spitzer, Manfred; Sosic-Vasic, Zrinka

doi:10.1016/j.tine.2015.11.001

Cited by 14 publications

(16 citation statements)

References 26 publications

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“…Specifically, the research presented here explored the connections between the TAM [32,50] and SDT [54,55]. In recent years, both frameworks have drawn the attention of many researchers in educational literature [38][39][40][62][63][64]. Consistent with this growing interest in both theories, this study has investigated the relationship between behavioral intention to use OSS among secondary school graduates from education systems that provide intensive OSS training and the following constructs: perceived ease of use, perceived usefulness, autonomy, relatedness, and competence.…”

Section: Discussionmentioning

confidence: 99%

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Predicting Students’ Behavioral Intention to Use Open Source Software: A Combined View of the Technology Acceptance Model and Self-Determination Theory

2020

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This study focuses on students’ behavioral intention to use Open Source Software (OSS). The article examines how students, who were trained in OSS, are motivated to continue using it. A conceptual model based on Self-Determination Theory and the Technological Acceptance Model (TAM) was defined in order to test the behavioral intention to use OSS, comprising six constructs: (1) autonomy, (2) competence, (3) relatedness, (4) perceived ease of use, (5) perceived usefulness and (6) behavioral intention to use. A survey was designed for data collection. The participants were recent secondary school graduates, and all of them had received mandatory OSS training. A total of 352 valid responses were used to test the proposed structural model, which was performed using the Lisrel software. The results clearly confirmed the positive influence of the intrinsic motivations; autonomy and relatedness, to improve perceptions regarding the usefulness and ease of use of OSS, and; therefore, on behavioral intention to use OSS. In addition, the implications and limitations of this study are considered.

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Section: Discussionmentioning

confidence: 99%

“…It is considered one of the leading motivational theories today [57]. SDT has been used to tackle motivational studies across many disciplines, including: healthcare [58], writing [59], human resources [60,61], education [62][63][64], organizations [65][66][67], and sport [68], among others.…”

Section: Self-determination Theory (Sdt)mentioning

confidence: 99%

Predicting Students’ Behavioral Intention to Use Open Source Software: A Combined View of the Technology Acceptance Model and Self-Determination Theory

2020

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“…As well, teacher autonomy support has been associated with higher levels of positive emotionality (Patrick, Skinner, & Connell, 1993), well-being (Black & Deci, 2000), engagement (Jang, Reeve, & Deci, 2010), conceptual understanding (Benware & Deci, 1984;Grolnick & Ryan, 1987), and school performance and intention to persist (Hardre & Reeve, 2003), and lower levels of dropout (Vallerand, Fortier, & Guay, 1997). Teacher autonomy support has been associated with higher levels of heart rate and emotional arousal (physiological indicators of positive engagement; Streb et al, 2015) as well as lower levels of salivary cortisol (a physiological indicator of stress; Reeve & Tseng, 2011), too. It is important to note that comparable findings have been observed among medical students Williams, Saizow, Ross, & Deci, 1997), law students (Sheldon & Krieger, 2007), and students outside the US (Chirkov & Ryan, 2001).…”

Section: Self-determination Theorymentioning

confidence: 99%

A Need-Supportive Intervention Delivered to English Language Teachers in Colombia: A Pilot Investigation Based on Self-Determination Theory

Niemiec¹,

Muñoz²

2019

PSYCH

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Teachers can be trained to support the basic psychological needs of their students. An important question is whether teachers in economically disadvantaged countries (Colombia, for example) who learn about the principles of need support can facilitate the process of internalization in their students. Using self-determination theory, in the present research we describe several outcomes associated with a pilot study of an intervention that was delivered to English language teachers in and around Medellín, Colombia. Results of this pilot investigation suggested that the students of teachers who were trained to adopt a need-supportive approach to education, relative to students of teachers in a control condition, reported higher levels of autonomy support from their English teacher and autonomous self-regulation for their English studies. Students' experiences of need satisfaction in English class statistically mediated some of the association between autonomous self-regulation for English studies and well-being in English class. These findings provide some initial evidence that English language teachers in economically disadvantaged countries such as Colombia who learn about the principles of need support can modify their pedagogic practice in a way that promotes autonomous (optimal) motivation in their students, with associated benefits for need satisfaction and well-being.

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“…The topics approached were very diverse: the contribution of physiological activity (HPA and SNS) to children's behavioural regulation abilities expected to relate to classroom and home measures of self-regulation (Lisonbee et al, 2010); the satisfaction of basic psychological needs and its effects on emotional arousal (Streb et al, 2015); the impact of a mindfulness training on markers of attention and metacognition in adolescents (Sanger & Dorjee, 2016); the role of individual differences in neurocognitive and temperamental systems of self-regulation in early adolescents' social and academic competence (Checa et al, 2008), and the relation between academic motivational characteristics and certain neurophysiological systems that are thought to underlie the processing of successes and failures (Fisher et al, 2009 -Fisher et al, 2009; satisfaction of basic psychological needs (relatedness -interaction with teacher and with peers, autonomy -freedom of choice with regard to the learning material and to the preferred way of learning, and competence -feeling of pride regarding personal achievement).  Social factors: social status reflected as appreciation/rejection, schooling skills, or teacher sensitivity (Checa et al, 2008).…”

Section: Self-regulation Elements Addressedmentioning

confidence: 99%

“… Social factors: social status reflected as appreciation/rejection, schooling skills, or teacher sensitivity (Checa et al, 2008).  Other physiological elements: level of cortisol -HPA activity and level of alpha-amylase -SNS activity, associated with emotional and behavioural self-regulation capacities; heart rate, associated with emotional arousal (Streb et al, 2015).  Socio-demographic variables: age, gender, socioeconomic status of the family, minority status (Lisonbee et al, 2010), classroom group size.…”

Section: Self-regulation Elements Addressedmentioning

confidence: 99%

Self-Regulation Research in the Context of Educational Neuroscience – A Systematic Review

Caragea¹,

Voinea²,

Miulescu³

2017

RevPed

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Self-regulation in school contexts is a subject that caught the attention of researchers from many disciplines. Educational neuroscience is an emerging research field aiming to bridge the neuroscientific knowledge and methodology with those of more consecrated research disciplines investigating learning and education, like psychology, sociology or education. Our paper investigates recent empirical studies exploring self-regulation in preK-12 educational contexts and which were identified as educational neuroscientific literature. As a result of an extensive search and filtering process conducted in conformity with the systematic review methodology, we found five articles that passed the predefined filtering criteria. Our findings suggest that this type of literature appeared mostly in the last decade with the occasion of new neuroscientific methodologies allowing conducting non-invasive advanced brain studies. The main self-regulation elements these studies focus on are academic motivation, attention orientation, self-perception on own mental abilities and behaviours, cognitive and emotional engagement in learning, social and task-related behaviour regulation. The methodologies used consisted mainly in self-or others-reported questionnaires, behavioural measures evaluation, academic performance measurement, computerized testing of cognitive abilities, physiological measures recordings (e.g. saliva or blood samples, heart rate), electroencephalography (EEG), and functional magnetic resonance imaging (fMRI). The samples included in the reviewed articles vary from preschool to primary, middle and high school students, comprising 376 participants in total. The reported research outcomes are rather limited but they also offer optimism regarding the possibilities to use neuroscientific methods for investigating self-regulation in an educational context. Various aspects regarding limitations of this type of research are discussed. Keywords: educational neuroscience; school context; self-regulation; systematic review. SELF-REGULATION RESEARCH IN THE CONTEXT OF EDUCATIONAL NEUROSCIENCE -

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Emotional engagement in kindergarten and school children: A self-determination theory perspective

Cited by 14 publications

References 26 publications

Predicting Students’ Behavioral Intention to Use Open Source Software: A Combined View of the Technology Acceptance Model and Self-Determination Theory

Predicting Students’ Behavioral Intention to Use Open Source Software: A Combined View of the Technology Acceptance Model and Self-Determination Theory

A Need-Supportive Intervention Delivered to English Language Teachers in Colombia: A Pilot Investigation Based on Self-Determination Theory

Self-Regulation Research in the Context of Educational Neuroscience – A Systematic Review

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