It is autonomous, not controlled motivation that counts: Linear and curvilinear relations of autonomous and controlled motivation to school grades

Mouratidis, Athanasios; Michou, Aikaterini; Sayıl, Melike; Altan, Servet

doi:10.1016/j.learninstruc.2020.101433

Cited by 25 publications

(24 citation statements)

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“…In modern foreign studies the motivation issues in the process of foreign language education are considered in the context of academic performance, the quality of educational material perception, increasing the level of language proficiency for the prospects of longterm career growth [25]; the theory of self-determination [26]; motivational autonomy and control of motivational behavior of students [24]; manifestations of conscious empathy and responsiveness as motivational reactions [22], regulation of the emotional and motivational attitude of students in cooperative learning and other forms of group work [23], etc.…”

Section: Introductionmentioning

confidence: 99%

Formation of meaning-making motivation of undergraduate students in the process of foreign language education

Volodina¹

2021

P Sci Edu

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Introduction. In the modern educational context of knowledge society, the strategies of intellectualization of education are put forward as priorities. Fostering of personal intellectual culture is an actual purpose of the professional education of future teachers. The important condition of the process of intellectualization of foreign language education in higher school is the stipulation of the development of speech-thinking activity. The motivational factor of fostering of personal intellectual culture in undergraduate pedagogical students is connected with the actualization of the motives of communication, social interaction, self-realization, self-regulation, as well as the formation of meaning-making motivation for performing speech-thinking activity. The purpose of this study is to identify the pedagogical conditions for formation of meaning-making motivation in the process of learning a foreign language to ensure students’ speech-thinking activity as the means of fostering of personal intellectual culture. Materials and methods. The methodological basis of the research are the principles of the concepts of intellectualization of education and fostering of personal intellectual culture, motivation, speech-thinking activity and systemic, activity-based, communicative-cognitive, polysubjective, personality-developing, personality-oriented approaches. The research methods: modeling of the process of fostering of personal intellectual culture in undergraduate pedagogical students by means of foreign-language education; the analysis of educational technologies for the formation of cognitive, social and meaning-making motives. Research results. The potential efficiency of applying the educational technologies and methods of the symbolic-modeling type of activity (the method of role-playing games, the method of scenarios, art technologies, the technology of cognitive travel, etc.) as the practical tools for implementing the conceptual-theoretical foundations of the motivational aspects of the strategy of intellectualization of foreign language education has been analyzed and revealed. Conclusion. Meaning-making motivation is related to professional and creative self-educational activities, self-actualization of the personal potential and the demonstration of the cognitive independence of future teachers.

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Section: Introductionmentioning

confidence: 99%

Formation of meaning-making motivation of undergraduate students in the process of foreign language education

Volodina¹

2021

P Sci Edu

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“…Assim, quanto às modalidades motivacionais, confirmou-se em parte a primeira hipótese. Note-se que o primeiro grupo teve escores mais altos somente na motivação autônoma e não na controlada, um dado que favorece uma motivação de melhor qualidade (MOURATIDIS et al, 2021).…”

Section: Resultsunclassified

“…Neste particular, esse resultado é similar ao da grande amostra do Estudo I (N=600) do formato online (Tabela 5). Em ambos os estudos, se confirmam inteiramente os postulados da teoria da autodeterminação, bem como os resultados de outras pesquisas (por ex., GUO, 2018;GUAY et al, 2021;MOURATIDIS et al, 2021).…”

Section: ________________________________________________________________________unclassified

“…Assim, não se pode saber se houve relação entre os escores em motivação autônoma e melhores notas nas avaliações. Em estudo recente de Mouratidis et al (2021), com suas amostras de adolescentes, o desempenho acadêmico expresso em notas era predito pelos escores mais elevados em motivação autônoma e baixos em controlada, não por ambas com igual peso, sugerindo que motivação controlada, a partir de certo grau, tem prováveis efeitos prejudiciais, mesmo quando combinada com a autônoma.…”

Section: ________________________________________________________________________unclassified

“…Nisto consiste a motivação autônoma, que se refere às atividades realizadas porque são divertidas, interessantes, desafiadoras ou pessoalmente importantes. (MOURATIDIS et al, 2021).…”

Section: Considerações Finais Referentes Ao Estudo IIunclassified

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It is autonomous, not controlled motivation that counts: Linear and curvilinear relations of autonomous and controlled motivation to school grades

Cited by 25 publications

References 57 publications

Formation of meaning-making motivation of undergraduate students in the process of foreign language education

Formation of meaning-making motivation of undergraduate students in the process of foreign language education

Motivação Para Aprender De Alunos Do Ensino Médio Do Rio De Janeiro Durante a Pandemia De Covid-19

Cubic Relations of Autonomous and Controlled Motivation to Achievement: A Cross-National Validation of Self-Determination Theory Using Response Surface Analysis

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