Learning Context and Undergraduate Students’ Needs for Autonomy and Competence, Achievement Motivation and Personal Growth Initiative

Negovan, Valeria; Bogdan, Corina

doi:10.1016/j.sbspro.2013.04.299

Cited by 13 publications

(16 citation statements)

References 7 publications

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“…Regarding the psychometric properties of the PGIS and PGIS-II and the use of the adapted versions, studies were found that used scales without citing whether the adaptation process of the scale was conducted (India, Sharma, & Rani, 2013Sharma et al, 2011;Israel, Barak & Achiron, 2011;Nigeria, Lasun & Odufowokan, 2012;Ogunyemi & Mabekoje, 2007;Oluyinka, 2011;Pakistan, Ayub & Iqbal, 2012;Romania, Negovan, 2010;Negovan & Bogdan, 2013;Singapore, Vaingankar et al, 2011). The absence of unification of the findings has a negative impact on the comprehension of the PGI phenomenon.…”

Section: Discussionmentioning

confidence: 99%

“…In these studies it was observed that the groups (patients vs. healthy, public university students vs. private university students, classroom based undergraduate students vs. distance based undergraduate students) did not show differences in relation to the PGI indices (Barak & Achiron, 2011;Negovan & Bogdan, 2013).…”

Section: Personal Growth Initiative and Relationships With External Vmentioning

confidence: 95%

“…In order to comprehend the phenomenon of PGI in different groups, studies compared the PGI indices of multiple sclerosis patients with those of people without multiple sclerosis (Barak & Achiron, 2011) and students of public universities with those of private universities, and classroom based undergraduate students with distance based undergraduate students (Negovan & Bogdan, 2013). In these studies it was observed that the groups (patients vs. healthy, public university students vs. private university students, classroom based undergraduate students vs. distance based undergraduate students) did not show differences in relation to the PGI indices (Barak & Achiron, 2011;Negovan & Bogdan, 2013).…”

Section: Personal Growth Initiative and Relationships With External Vmentioning

confidence: 99%

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Systematic Review about Personal Growth Initiative

et al. 2016

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Título: Revisión Sistemática sobre Iniciativa de Crecimiento Personal. Resumen: El presente estudio busca realizar una revisión sistemática de publicaciones acerca de la iniciativa de crecimiento personal. Se realizó una revisión de literatura en las bases de datos Bireme, Index Psi, LILACS, PePSIC, Pubmed -Publisher's Medline, Wiley Online Library, PsycINFO, OneFile, SciVerse ScienceDirect, ERIC, Emerald Journals, PsycARTICLES -American Psychological Association, Directory of Open Access Journals -DOAJ, SAGE Journals, SpringerLink, PLoS, IngentaConnect, IEEE Journals & Magazines y SciELO. La revisión de la literatura se realizó a partir de diciembre de 2014 a enero de 2015, sin estipular límites de fecha para la publicación de los artículos. De los 53 estudios hallados, se excluyeron 7 y se analizaron 46. Los estudios se enfocaron en investigar las propiedades psicométricas de la escala iniciativa de crecimiento personal y de iniciativa de crecimiento personal escala II. Las relaciones de crecimiento personal iniciativa y otros constructos también fueron evaluados. Además, los estudios investigaron el impacto de las intervenciones para promover la iniciativa de crecimiento personal. Los resultados de estos estudios mostraron que iniciativa de crecimiento personal se relaciona positivamente con los niveles de bienestar, la autoestima y otras dimensiones positivas, y negativamente con la ansiedad, depresión y otros factores negativos. Palabras clave: Iniciativa de crecimiento personal; evaluación; bienestar; revisión de literature. Abstract:The present study aimed to realize a systematic review of publications about personal growth initiative. A literature review was realized in Bireme, Index Psi, LILACS, PePSIC, Pubmed -Publisher's Medline, Wiley Online Library, PsycINFO, OneFile, SciVerse ScienceDirect, ERIC, Emerald Journals, PsycARTICLES -American Psychological Association, Directory of Open Access Journals -DOAJ, SAGE Journals, SpringerLink, PLoS, IngentaConnect, IEEE Journals & Magazines and SciELO databases. The literature review was performed from December of 2014 to January of 2015, without stipulating date limits for the publication of the articles. It was found 53 studies, excluded seven, and analyzed 46 researches. The studies aimed to investigate the psychometric properties of personal growth initiative scale and personal growth initiative scale II. The relations of personal initiative growth and others constructs were also evaluated. Furthermore the studies investigated the impact of interventions to promote personal growth initiative. Results of these studies showed that personal growth initiative was positively related to levels of well-being, selfesteem and others positive dimensions, and negatively to anxiety, depression and others negative factors.

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Section: Discussionmentioning

confidence: 99%

Section: Personal Growth Initiative and Relationships With External Vmentioning

confidence: 95%

Section: Personal Growth Initiative and Relationships With External Vmentioning

confidence: 99%

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Systematic Review about Personal Growth Initiative

et al. 2016

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“…This situation usually affects on individual behaviour as it increases the continuity of the behaviour to achieve the required goals (Hadeh, 2013). The motivation activates and directs human behaviour (Negovan & Bogdan, 2013). Many factors effect individual behaviours such as the ability to perform the behaviour and the availability of suitable circumstances, even if such circumstances are available, it doesn't guarantee the persistence of the behaviour, rather it depends on the level of an individual's motivation (Salem, Kabylie, & Khalefah, 2012).…”

Section: Motivationmentioning

confidence: 99%

The Impact of the E-book on Levels of Bloom's Pyramid at ECT Students in Light of the Internal and External Motivation to Learn Mathematics and Statistics

Shatat¹,

Aldalalah²,

Ababneh³

2017

ASS

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The purpose of the present study was to examine the effects of E-book of the Pyramid Bloom levels on the Emirates College of Technology (ECT) students at both internal and external motivation levels. The business statistics unit developed in two different methods. This study utilized the quasi experimental type methodology. The independent variables were the methods, traditional and E-book. The dependent variables were the Pyramid Bloom levels, which will be determined by the final mark on the post-test. The moderator variables are motivation levels, internal and external. The study sample consisted of 61 undergraduate ECT students, and were randomly selected, via simple random sample, from 127 students. ANOVA procedure was used to determine the significant differences of the pretest scores among the two methods. An analysis of covariance, ANCOVA, was carried out to examine the main effects of the independent variables on the dependent variables. The findings of this study showed that students who have learned through the E-book method achieve design efficiently better in their post-test scores than those in the traditional method. Students at the internal motivation level perform design efficiently better in their post-test scores than those at external motivation level. The E-book method proved to help students with external motivation in their post-test score motivation.

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“…The findings of the investigated researches show that based on the theory of self-determinism and the studies done by Rutten et al, 2013;cheon & Reeve, 2013;Gillison et al, 2013;Negovana & Bogdanb, 2013;Haerens et al, 2015;Yoo, 2015;Meyer et al, 2016;Sidsel et al, 2016;Cubukcu, 2016;Leptokaridou et al, 2016;Hien, 2016;Sicilia et al, 2016, it can be concluded that the use of self-autonomy in the classroom training programs had a positive relationship with the increase of self-autonomous motivational forms, and a negative relationship with non-autonomous motivational forms (external motivation and a-motivation). Of course, we face contradictory results in the studies done in this regard including Berghe et al (2013) who found that the academic behavior of teachers in support of students' self-autonomy has no effect on their motivation.…”

Section: Introductionmentioning

confidence: 84%

The Effect of A Ten-week Autonomy Practice on Autonomous Motivation and Willingness to Rely on Exercise

Nourali

Talab

Sheikh

et al. 2017

IJKSS

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Background: Internal motivation and autonomous external motivation are to some extent similar and both are opposed to non-autonomous external motivation. Objectives: The aim of the present study is to increase the efficiency of the physical education classes in further encouraging students to do physical activities outside school through determining the amount of the effect of autonomy-practice and non-autonomy-practice on autonomous motivation and perceived autonomy support in physical education. Methods: Participants in this study were students of two high schools (N=100; M=18.1±0.36) who were randomly placed in control and experimental groups. In the experimental group, the teacher taught students physical activities and the students had to perform them with desire and interest. But in the control group, physical activities were completely performed by the teacher and under his own supervision. The whole practice period was ten weeks. Two questionnaires, "sport motivation scale" (SMS) and "intention to partake in physical activity", were used. Results: The results showed that the effect of autonomy practice and non-autonomy practice on the linear combination of sport motivation and willingness is significant [F, (2, 95) =41.714, P=0.00]. They also showed that the effect of autonomy practice and non-autonomy practice on the linear combination of subscales of sport motivation was significant [F, (5, 89) =50.295, P=0.000]. Students of the experimental group showed a higher level of willingness and interest in physical education. Conclusions: Findings in this study are strong evidences indicating that both autonomous support and autonomous motivation are needed to maximize the effect of physical education classes.

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Learning Context and Undergraduate Students’ Needs for Autonomy and Competence, Achievement Motivation and Personal Growth Initiative

Cited by 13 publications

References 7 publications

Systematic Review about Personal Growth Initiative

Systematic Review about Personal Growth Initiative

The Impact of the E-book on Levels of Bloom's Pyramid at ECT Students in Light of the Internal and External Motivation to Learn Mathematics and Statistics

The Effect of A Ten-week Autonomy Practice on Autonomous Motivation and Willingness to Rely on Exercise

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