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

Abstract

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.

Self-directed learning in primary schools in Limpopo province

“…SDL was never heard by the participants; they only heard it from the researcher for https://doi.org/10.18489/sacj.v34i2.1099 the first time. This shows that the South African schools did not make an effort to engage with SDL issues, in contrast to the situation in Germany where TL was suspended to SDL modules (Schweder & Raufelder, 2022). Again, the findings of this study do not concur with the idea of SDL forming part of educational aims in several national educational policies, including Norway (Dalland & Klette, 2016).…”

“…On the other hand, there is limited data on the application of information communication technology (ICT) in the teaching and learning context in South African classrooms to enable engagement with SDL (Padayachee, 2017) and there is a lack of empirical research with the emphasis specifically on supporting students inside the schools' contexts (Merki et al, 2021). It is known that self-directed learning is implemented in schools because literature indicates that several German schools have adjourned teacherdirected learning (TL) to SDL courses (Schweder & Raufelder, 2022). Also, Song (2021) points out that leaders in the curriculum should be proactive and spell out key aspects, amongst others, technology, and learning processes, to promote self-directed learning.…”

“…However, the situation on the ground does not provide positive evidence. There are scholars that indicate primary school teachers as key role players in assisting learners to develop and use SDL skills by offering assistance to learners more than once (Lunyk-Child et al, 2001;Schweder & Raufelder, 2022) In the case of SDL, the learners should have the capability to design, conduct and assess their own learning activities independently (Gencel & Saracaloğlu, 2018;Guglielmino, 1978;Knowles, 2016). However, that relies on learners' ability to support and monitor their learning (Pressley, 1995;Reeve, 2006), suggesting a concern of whether learners are able to do what is expected of them successfully.…”

Mathematically productive relationships (MPRs): a potentially effective classroom management approach

“…This suggests that, if teachers want to engage and minimize disruptive behaviour, they should focus on implementing teaching strategies to foster a classroom environment where students are involved throughout the lesson. These perspectives align with that of mathematics educators (Hiebert et al, 1997;NCTM, 2014;NRC, 2001) and educational researchers more broadly (e.g., Baeten et al, 2016;Loyens & Rikers, 2011;Schweder & Raufelder, 2021;Struyven et al, 2010), who advocate student-centered instructional approaches which prioritize students' thinking, voice, and empowerment.…”

Autonomia Nell’apprendimento Delle Lingue Straniere. Una Revisione Della Letteratura

“…Alla luce di quanto esposto fino a questo punto, il ruolo del docente nell'ambiente di apprendimento autonomo -o orientato all'autonomia -è totalmente diverso da quello tradizionale. In concreto, il docente che stimola l'autonomia crea un ambiente di apprendimento che supporta gli studenti (Nguyen, 2012b;Voller, 1997;Schweder S., Raufelder D., 2021) ed entra in relazione con loro, i quali formano una comunità di apprendimento (Rogers, 1976(Rogers, , 1982Ingold, 2019).…”