Group-Centered Prevention in Mental Health

Harpine, Elaine Clanton

doi:10.1007/978-3-319-19102-7

Cited by 16 publications

(3 citation statements)

References 141 publications

(179 reference statements)

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“…Paradoxically, the inability of its academic variant to afford all these rewards may impact the continuous engagement of students. The reliance on extrinsic motivation is also deleterious because it neither supports learning nor longlasting lifetime performance and can lead to obsessive behavior problems, procrastination, and negativism [12]. This certitude suggests that schools may need to rebrand GARCIA | 1911 hackathons as primarily ECAs where internal factors are in the foreground to preclude the ascendancy of extrinsic over intrinsic motivation.…”

Section: Implications Limitations and Future Directionsmentioning

confidence: 99%

Hackathons as extracurricular activities: Unraveling the motivational orientation behind student participation

Garcia

2022

Comp Applic In Engineering

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The education sector is constantly progressing its competency paradigm by establishing a nexus between practical, theoretical, and technical dimensions of teaching and learning. In the modern age of education, hackathons are becoming increasingly prominent in providing an optimal academic environment that connects classroom learnings to real‐life scenarios. This study explored the motivational orientation behind student participation in hackathons through the framework provided by self‐determination theory. Specifically, it investigated the role of intrinsic and extrinsic motivations in encouraging initial and continuous hackathon participation. The partial least squares‐structural equation modeling method was used to analyze data collected from 437 students in 12 countries. According to the findings, although intrinsic motivation influences participation intention, extrinsic motivation drives continuance participation. When intrinsic and extrinsic motivational constructs were analyzed individually, it was found that continuance participation demands both motivational orientations. Comparisons of demographic characteristics indicate that older students with more extensive educational experience may have higher intentions to participate and continue participating in these events. This study offers insights into how the education sector can increase hackathon participation by tapping on students’ motivational orientation. From a methodological point of view, it is apparent to recommend the promotion of hackathons as a core extracurricular activity at a school level, and more indispensably, as pedagogy at a classroom level. In a world where students are encouraged to fail early, fast, and often, participating in hackathons is a tactical preparation for eventual success.

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Section: Implications Limitations and Future Directionsmentioning

confidence: 99%

Hackathons as extracurricular activities: Unraveling the motivational orientation behind student participation

Garcia

2022

Comp Applic In Engineering

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“…Intrinsic motivation, performing tasks for the inherent interest or enjoyment, consistently predicts learning gains (Harpine, 2015;Ryan & Deci, 2017). According to achievement goal theory, learner goals are related to mastery or performance, and these are affected by approach or avoidance (Elliot & Hulleman, 2017).…”

Section: Task Enjoymentmentioning

confidence: 99%

Untitled

2024

LISPOST

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“…Interpersonalni i intrapersonalni faktori podrške jesu: socijalna interakcija sa vršnjacima u okviru učionica koje neguju pozitivnu klimu; učenje kroz kooperativnu igru i učenje po modelu; bolja socijalizacija; učenje prihvatljivog ponašanja; razvoj komunikativnih veština; pristup širem kurikulumu; bogatije životno iskustvo; veće samovrednovanje i dr. (Punišić i sar., 2019c). Sve navedeno pored ostalog, može podstaći unutrašnju motivaciju za učenjem (Łodygowska et al, 2017) a time i napredak u školi i uspeh u životu (Clanton Harpine, 2008).…”

Section: Podrška Deci Sa Spuunclassified

Untitled

2022

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Uvodna razmatranjaČitanje i pisanje kao školske veštine, deo su šireg plana označenog sintagmom akademske veštine (Maksimović i Uremović, 2008). O stepenu kompleksnosti čitanja i pisanja govori i činjenica da se za njih koristi termin kompetencija (Rychen & Salganik, 2003), koji označava mоgućnost uspešnog odgovora na složene zahteve аngažovanjem sposobnosti kao što su kognitivne, perceptivne, verbalne, okulomotorne i mnoge druge (Sovilj i sar., 2019). Pokazano je da su strukture i funkcije na koje se oslanja razvoj školskih veština visoko vulnerabilne i podložne smetnjama, oštećenjima i poremećajima, kako u periodu ranog razvoja tako i u školskom periodu (Punišić i sar., 2014; Jeličić i sar., 2018). U zavisnosti od mehanizma, vremena i područja delovanja etioloških faktora, posledice po razvoj školskih veština mogu biti od diskretnih preko složenijih ali rešivih kao što su npr. nesavladane tehnike čitanja i/ili pisanja do veoma složenih kao što su disleksija i disgrafija (Jeličić i sar., 2016). Ako su zadovoljeni svi dijagnostički preduslovi, onda govorimo o specifičnim poremećajima školskih veština, u novijoj literaturi kategorisanim u specifične poremećaje učenja (DSM-5, APA, 2013). Ovo je zajednički termin koji se odnosi na grupu neurorazvojnih poremećaja koji utiču na ukupno akademsko postignuće. Manifestuju se neočekivanim, specifičnim i upornim poremećajima u učenju čitanja (disleksija), pisanja (disgrafija) ili matematičkih operacija (diskalkulija) i pored prosečnih ili natprosečnih intelektualnih sposobnosti, očuvanih funkcija

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Group-Centered Prevention in Mental Health

Cited by 16 publications

References 141 publications

Hackathons as extracurricular activities: Unraveling the motivational orientation behind student participation

Hackathons as extracurricular activities: Unraveling the motivational orientation behind student participation

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