How autonomy support mediates the relationship between self-efficacy and approaches to learning

Kulakow, Stefan

doi:10.1080/00220671.2019.1709402

Cited by 18 publications

(15 citation statements)

References 62 publications

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“…However, it is unclear how autonomy support mediates this relationship and how the teacher's role transforms from instructing students' learning (teacher-directed learning environment) to facilitating students' learning (self-directed learning environment). Teachers are a key component of both types of learning environment because their teachers' actions affect students' learning (Costa & Kallick, 2004;Hattie, 2009;Kulakow, 2020).…”

Section: Positive Emotions and Learning Strategiesmentioning

confidence: 99%

“…Teachers provide autonomy support by using various measures to help students to solve learning problems independently (Diseth et al, 2017). For example, teachers can provide individualized feedback on learning strategies (Hattie, 2009), provide multiple options for learning tasks (Kulakow, 2020), empower students to participate in learning (Baeten et al, 2010), account for students' interests and preferences (Lazarides et al, 2019), tolerate mistakes, and set individualized reference standards for measuring performance (Hornstra et al, 2015;Jang et al, 2010;Mouratidis et al, 2017;Nett & Götz, 2019;Usher & Schunk, 2018;Vansteenkiste et al, 2012). Empirical findings have identified positive links between autonomy support and positive emotions during lessons (Barrable, 2020;Reeve et al, 2004), persistence (Isen & Reeve, 2005;Reeve et al, 2004), elaboration (Nijhuis et al, 2008;Reeve & Jang, 2006) and control strategies (Reeve, Ryan, Deci & Jang, 2009).…”

Section: Autonomy Support As a Potential Mediatormentioning

confidence: 99%

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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: Positive Emotions and Learning Strategiesmentioning

confidence: 99%

Section: Autonomy Support As a Potential Mediatormentioning

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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“…Self-efficacy is derived from human behavior. It is confidence in capabilities towards task completion focusing on hidden potential (Barton & Dexter, 2020;Baumeister & Bushman, 2020;Kulakow, 2020;Giorgi, 2020). Human shapes their confidence based on mastery experiences, vicarious experiences, social/verbal persuasion and physical/emotional state (Kalaycioglu, 2015;Yoo, 2016) and gain information through direct, vicarious and figurative aspects (Zakeri et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…The aspect of vicarious experiences able individuals to compare his/her competence with peers. It strikes on inner abilities and paves the way for thriving success (Kulakow, 2020). Human beings gain experiences from their surroundings by observing and watching live events of victorious people (Peura et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…In case of showing a positive response, the human's belief system works sharply towards assigned tasks (Wilson et al, 2020;Yough, 2019). A vigorous and challenging source of self-efficacy is an emotional and physical state that excels human's successful/unsuccessful life events (Kulakow, 2020). Individuals are free to examine and interpret their life successes (Peura et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Teachers Self-Efficacious, Locus of Control and Workplace Spirituality Beliefs Buffers the Effects on Elementary Students Achievement Scores

Hassan

Nawaz

Akbar

2021

HSSR

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Purpose of the study: The purpose of the current research was to gauge the effect of teachers self-efficacious, locus of control, and workplace spirituality beliefs on elementary students achievement scores. The researchers are intended to measure the effect of current practices happening in male public sector schools of district Lahore, Punjab-Pakistan. Methodology: The current research was quantitative in nature, and the researchers used ex post facto design leading to a positivist paradigm. The researchers administered one questionnaire having three parts: i) Henson (1999) Sources of Self-efficacy Inventory; SOSI, ii) Rose and Medway (1981) Locus of Control Scale and, iii) Petchsawang and Duchon (2009) Workplace Spirituality Beliefs Scale whereas authors obtained students achievement scores from office of the Punjab Examination Commission during session 2018-2019. Main Findings: Results of regression analysis declared that teachers self-efficacious beliefs affect 87.10%, locus of control 58.60%, and workplace spiritual beliefs affect 79.40% on students achievement scores. Applications of this study: This research is applicable for headteachers and parents that may provide sources and resources for teachers and students to strengthen students idiosyncratic growth and pedagogic success. Findings of the research will applicable for the male teachers working in public sector elementary schools to make their teaching effective, scientific, and logical. Curriculum planners and policymakers revisit official documents to add data about teachers self-efficacious, locus of control, and workplace spirituality beliefs. Novelty/Originality of this study: Applications of teachers utmost cognitive, social and spiritual potential escort required changes in students holistic growth. Authors have deliberatively identified that self-efficacious, locus of control and workplace spirituality beliefs are teachers considerable hallmarks which facile them towards students didactic success. Authors have significantly contributed in already existing body of knowledge in the field of cognitive and social psychology and spirituality.

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Adolescents' expectancy–value profiles in school context: The impact of self‐directed learning intervals

Schweder

Raufelder

2022

Journal of Adolescence

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Introduction Using the situated expectancy–value theory, it becomes possible to explain motivational functioning across alternating learning conditions not only at a particular moment but also over time. The situated expectancy–value theory provides evidence for the critical role of context. The present research examines how adolescents' success expectancies, task values, and effort develop when the conditions of the academic environment change. It also evaluates whether adolescents adopt more adaptive expectancy–value profiles in response to the need‐based nature of self‐directed learning as an extension of regular instruction. Within the self‐directed learning approach under investigation, adolescents take responsibility for their own learning processes. Methods The present research offers insights into the expectancy–value profiles of 754 German adolescents (Mage = 13.56; SD = 1.2; 49.4% female). A four‐wave study was used to examine perceptions of self‐efficacy, intrinsic value, utility value, and effort. Latent profile analyses and latent transition analyses were employed. Results Notably, the results provide evidence that expanding instruction via self‐directed learning intervals that occur for 1 week per semester contributes to more favorable expectancy–value profiles within a student's favorite subject. A mixed profile (highly confident, hardly interested) disappeared. Instead, success expectations aligned more closely with adolescents' task values and effort. All profiles settled at a higher level. Conclusions The findings indicate that instruction that is expanded via self‐directed learning intervals has positive consequences for motivational profiles over time. An initial self‐directed learning episode led to a shift to more interested profile groups. The continuation of a positive trend even after a self‐directed learning interval indicates that adolescents are able to continually adapt their learning to their needs during teacher‐directed instruction. This study provides clues about how to design curricula in a way that counteracts the downward trend in students' motivation to learn.

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How autonomy support mediates the relationship between self-efficacy and approaches to learning

Cited by 18 publications

References 62 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

Teachers Self-Efficacious, Locus of Control and Workplace Spirituality Beliefs Buffers the Effects on Elementary Students Achievement Scores

Adolescents' expectancy–value profiles in school context: The impact of self‐directed learning intervals

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