Enjoyment benefits adolescents’ self-determined motivation in student-centered learning

Kulakow, Stefan; Raufelder, Diana

doi:10.1016/j.ijer.2020.101635

Cited by 25 publications

(23 citation statements)

References 51 publications

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“…Limited research is available regarding the differences between self-directed and teacherdirected learning environments (Kulakow & Raufelder, 2020;Raufelder & Kulakow, 2021;Schweder & Raufelder, 2021b, 2021cSchweder et al, , 2020. The current trend in schools is to include self-directed learning modules (see Fig.…”

Section: The Present Investigationmentioning

confidence: 99%

Examining positive emotions, autonomy support and learning strategies: Self-directed versus teacher-directed learning environments

Schweder

Raufelder

2021

Learning Environ Res

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An increasing number of German schools have suspended teacher-directed learning (TL) in favor of self-directed learning (SL) modules. We used the broaden-and-build theory and self-determination theory as a theoretical framework to determine whether students in self-directed and teacher-directed learning environments differ in the interplay of positive emotions and learning strategies of students in secondary education. The study also compares the mediating role of autonomy support on the relationship between positive emotions and learning strategies. Questionnaire data from 787 German secondary school students in the sixth and seventh grades were analyzed. The results of the latent mean comparison indicated that students in the self-directed learning environment demonstrated more adaptive learning behaviors. Further, a multigroup structural equation model identified strong differences in the interplay of the variables between students in the self-directed and teacher-directed learning environments. In the teacher-directed learning environment, autonomy support was not found to mediate the relationship between positive emotions and learning strategies.

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Section: The Present Investigationmentioning

confidence: 99%

Examining positive emotions, autonomy support and learning strategies: Self-directed versus teacher-directed learning environments

Schweder

Raufelder

2021

Learning Environ Res

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“…The present study contributes to an important body of research on motivational trajectories. Not only do longitudinal studies like this one show how misleading conventional mean comparisons can be (Kulakow & Raufelder, 2020), it exhibits that learning environments may have distinct influences on adolescents' motivational development and that certain environmental preconditions may potentially counteract the regularly shown motivational declines that emerge in early adolescence and reach their peak in middle adolescence. These results additionally suggest that educational practice should strive for continuously adding more room for decision-making to learning environments, because these are assumingly more appropriate for adolescents' development in a time, in which they consistently strive for more autonomy in their lives (Eccles & Midgley, 1989).…”

Section: Strengths Limitations and Future Directionsmentioning

confidence: 99%

“…In other words, students develop throughout adolescence in terms of physical and psychological maturation; however, their learning environments do not meet the needs of developing adolescents according to the stage-environment fit theory (Eccles & Midgley, 1989; see Rosenzweig et al, 2019), which was recently integrated into situated expectancy-value theory (SEVT; . While a vast body of research on motivation continuously exhibits determinants of fostering motivation in educational processes, a distinctive feature of students' experience in school, namely the learning environment, has been widely neglected (Kulakow & Raufelder, 2020). The present study has been conceptualized to address this important blind spot in educational research and simultaneously examine whether motivational declines can also be identified within a school year.…”

Section: Introductionmentioning

confidence: 99%

The role of the learning environment in adolescents’ motivational development

Raufelder

Kulakow

2021

Motiv Emot

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Past research has continuously shown that motivation in school declines across adolescence. To counteract potential declines in educational practice, the present study examines the motivational development of early and middle adolescent students within one school year and across two distinctive learning environments: a conventional teacher-directed learning environment and an individualized student-directed learning environment based on competency matrices. Based on a sample of 1153 (Mage = 13.97, SD = 1.37, 49% girls) students from grades 7 to 10, latent change analyses were conducted to examine within-school year changes in general self-efficacy and intrinsic value. Significant interaction effects of age and learning environment suggest that motivational trajectories may diverge from the consistent motivational declines that have been demonstrated by past research. Students from both learning environments differed in their general self-efficacy, but not in their intrinsic value.

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“…The interactive multimedia using the basics of animation is developed based on the demands in the field [34,60]. The materials of the subject will be difficult to understand if they are not accompanied by visualization, which eventually affects the low learning outcomes of students [30]. Furthermore, besides providing visualization, the objective of developing mobile learning is to learn anywhere and anytime [54].…”

Section: 2mentioning

confidence: 99%

“…This improvement can be carried out by adjusting the teacher-centered learning system implemented towards more meaningful student-centered learning [1]. The learning system that directs its focus on students will foster and develop creativity and train students' critical thinking skills in learning and solving problems faced in daily living [30]. However, the weakness in this learning system is the lack of attempts to develop students' thinking skills [11,19,48].…”

Section: Introductionmentioning

confidence: 99%

Building Critical Thinking Skills Through a New Design Mobile-Based Interactive Learning Media Knowledge Framework

Ninghardjanti

Dirgatama

2021

Int. J. Interact. Mob. Technol.

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Education is expected to be a solution to issues in human resource development. A number of initiatives have been made to overcome educational problems ranging from improving the curriculum, developing and increasing the quality of teachers, developing student abilities, and other efforts related to improving the quality of education. Based on the preliminary observation, students’ critical thinking skills were considered low and a confirmatory study related to building critical thinking skills is necessary. This study analyzed critical thinking skills that are built based on perceptions of mobile media, self-directed learning, and digital literacy. The research method used was a quantitative approach by using a questionnaire instrument.. Data analysis included analyses of prerequisite tests including validity and reliability tests. The data were analyzed using the structural equation model (SEM) analysis. The results showed that 1) there was a positive and significant effect on the variable of perceptions on online learning media on self-directed learning and digital literacy, 2) there was a positive and significant effect on the variable of self-directed learning on critical thinking skills 3) there was a positive and significant effect on the variable of digital literacy on critical thinking skills 4) the variable of the perceptions on mobile-based learning media had a positive and significant effect on critical thinking skills through the mediation of self-directed learning and digital literacy.

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Enjoyment benefits adolescents’ self-determined motivation in student-centered learning

Cited by 25 publications

References 51 publications

Examining positive emotions, autonomy support and learning strategies: Self-directed versus teacher-directed learning environments

Examining positive emotions, autonomy support and learning strategies: Self-directed versus teacher-directed learning environments

The role of the learning environment in adolescents’ motivational development

Building Critical Thinking Skills Through a New Design Mobile-Based Interactive Learning Media Knowledge Framework

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