Multilevel Factors Affecting College Students’ Perceived Knowledge Transferability: From the Perspective of Self-Determination Theory

Zhang, Ying; Moss, Jennifer D.; Bonem, Emily; Levesque‐Bristol, Chantal

doi:10.1007/s11162-020-09592-x

Cited by 16 publications

(18 citation statements)

References 47 publications

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“…Some literature has found that relatedness did not predict students' learning outcomes relative to the other two types of needs, i.e., autonomy and competence (e.g., Wang et al, 2020). Competence has been shown to be the most salient predictor of students' performance (e.g., Wang et al, 2020;. However, the current qualitative findings provide a different perspective regarding the sense of relatedness in the learning process.…”

Section: Discussioncontrasting

confidence: 64%

“…However, there have been inconsistent findings regarding the basic need for relatedness. Some literature has found that relatedness did not predict students' learning outcomes relative to the other two types of needs, i.e., autonomy and competence (e.g., Wang et al, 2020). Competence has been shown to be the most salient predictor of students' performance (e.g., Wang et al, 2020;.…”

Section: Discussionmentioning

confidence: 99%

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Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach

2021

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Background Active learning pedagogy has recently received a great deal of attention, and many universities have attempted to create student-centered learning environments to improve students’ academic success. The purpose of this study is to explore the impact of concept-point-recovery (CPR) teaching sessions as an active learning strategy on students’ perceptions of the learning environment, motivation, and academic learning outcomes in an electrical engineering course. To investigate the effectiveness of CPR sessions, students’ perceptions of learning and their performance were compared to those of students in a control classroom. Finally, students’ written comments on the course and instructor were explored in further analysis. Results The quantitative findings revealed that there was a significant change in students’ perceptions of learning after the CPR teaching sessions, and there was an increase in students’ perceptions and learning outcomes compared with those of the control group. In addition, the qualitative findings from students’ written feedback demonstrated that students felt that the instructor cared about students’ learning and success and that they had a positive learning environment. Conclusions CPR teaching sessions can be an alternative model for instructors to connect with students and create supportive environments to help students achieve academic success, which in turn promotes the satisfaction of students’ basic psychological needs and self-determined motivation. Therefore, increasing students’ engagement in their learning processes and making connections with students through CPR teaching sessions can facilitate improvements in students’ motivation and academic success. How this new active learning technique can be applied to higher education is discussed.

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Section: Discussioncontrasting

confidence: 64%

Section: Discussionmentioning

confidence: 99%

Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach

2021

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“…The authors C. Wang, Y. Zhang, J.D. Moss, E.M. Bonem, C. Levesque-Bristol in their study refer to the analysis of the institutional mechanism of higher education, which stimulates the subsequent use of advanced competencies by graduates in solving specific life problems [1]. Methods of mathematical modeling applied in a sample with a large number of observations (3783 respondents) made it possible to test and confirm the authors' hypothesis.…”

Section: Introductionmentioning

confidence: 99%

Life self-determination of graduates of engineering and biotechnology programs of the university: regional practices

et al. 2021

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The article describes the modern vision of the category of “life self-determination” on the example of graduates of engineering and biotechnology programs of a regional university. As part of the study, a review of scientific articles was carried out. We formulated theoretical and instrumental approaches that are relevant for the present time, they are: ensuring a high level of primary professional self-identification of university graduates and high satisfaction with professional competencies; creating conditions for the manifestation of prosocial behavior, satisfaction with the psychological comfort of interpersonal and group interactions; the formed need to participate in the modernization and creation of their modern living environment, including updating the content of the rural way of life; raising awareness among young people about the professions in demand, the needs and priorities of the digital society to develop lifelong learning skills. They provide understanding and modeling of youth policy in the field of professional and life self-determination and contribute to the solution of the state task set in the Decree “On the national development goals of the Russian Federation for the period up to 2030”.

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“…Knowledge transfer, the ability to apply knowledge and skills learned in school into a new situation, is an important indicator of educational success (Bransford and Schwartz, 1999 ; Wang et al, 2020 ), particularly for college students, as most of them will enter the workforce after graduation and will be expected from their employers to apply what they have learned in college into authentic situations. Promoting students' deep learning and knowledge transferability is especially critical for the Chinese education system, as it has been criticized for emphasizing too much on helping students achieve good exam scores in standardized tests (Guo-Brennan, 2016 ) and impeding students' abilities to transfer what they have learned in class to real-life situations (Guo et al, 2016a ).…”

Section: Introductionmentioning

confidence: 99%

“…We designed a longitudinal study to track students in SL by measuring their knowledge transfer at eight time points. Previous research suggests that college students' self-reports of knowledge transfer can provide valuable information about their knowledge transferability (Wang et al, 2020 ). Several studies have shown that college students' perceived knowledge transfer is positively associated with their perceived learning and course grades (Hsu et al, 2019 ; Wang et al, 2019a ).…”

Section: Introductionmentioning

confidence: 99%

Service-Learning and Chinese College Students' Knowledge Transfer Development

Yan

Guo

et al. 2020

Front. Psychol.

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As a form of experiential education, service learning (SL) shows great potential for promoting students' knowledge transfer as it offers students opportunities to apply what they have learned in classrooms to serve communities in real-life contexts. To explore how students' knowledge transfer evolves during SL, we collected longitudinal survey data from 96 Chinese college students in a 9-week SL program. Results indicate that (a) students' perceived knowledge transfer in SL did not follow a linear trajectory. Although students' perceived knowledge transfer at the end of SL was significantly higher than those at the beginning, a slight drop was observed in the middle of SL; (b) the developmental pattern of perceived knowledge transfer varied across students; and (c) students' perceived knowledge transfer development during SL was associated with mastery goal orientation and perceptions of psychologically controlling behaviors from their SL supervisors. By providing evidence of the dynamic process and mechanisms of students' knowledge transfer development, the present study adds to our understanding of how, when, and why the benefits of SL are realized.

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Multilevel Factors Affecting College Students’ Perceived Knowledge Transferability: From the Perspective of Self-Determination Theory

Cited by 16 publications

References 47 publications

Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach

Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach

Life self-determination of graduates of engineering and biotechnology programs of the university: regional practices

Service-Learning and Chinese College Students' Knowledge Transfer Development

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