Predicting final grades in STEM courses: A path analysis of academic motivation and course-related behavior using self-determination theory

Botnaru, Diana; Orvis, Jessica N.; Langdon, Jody L.; Niemiec, Christopher P.; Landge, Shainaz M.

doi:10.1016/j.lmot.2021.101723

Cited by 15 publications

(12 citation statements)

References 41 publications

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“…All studies using a single composite score at the contextual or situational level demonstrated that the higher the RAI, the higher achievement in general (Grolnick et al, 1991;Fortier et al, 1995;Guay and Vallerand, 1997;Black and Deci, 2000;Ratelle et al, 2005). Research considering AM and CM separately confirmed the positive influence of AM at the contextual (Brunet et al, 2015; and situational level (De Naeghel et al, 2012;Jeno et al, 2018;Botnaru et al, 2021) and demonstrated the negative impact of CM on academic achievement except for one study at the situational level (Jeno et al, 2018). However, other studies found no significant relations between achievement and CM (Kusurkar et al, 2013).…”

Section: Student's Achievementmentioning

confidence: 94%

“…SS = school subject. et al, 1991;Fortier et al, 1995;Guay and Vallerand, 1997;Ratelle et al, 2005) Positive (Black and Deci, 2000) Positive (Miserandino, 1996;Levesque et al, 2004) Positive (Black and Deci, 2000) Negative (Black and Deci, 2000) AM and CM AM Positive (Brunet et al, 2015; Positive (De Naeghel et al, 2012;Jeno et al, 2018;Botnaru et al, 2021) Positive (Brunet et al, 2015; Negative (Brunet et al, 2015; CM Positive (Brunet et al, 2015; NS (Kusurkar et al, 2013) Negative (De Naeghel et al, 2012;Botnaru et al, 2021) NS (Jeno et al, 2018) Negative (Brunet et al, 2015; Positive (Brunet et al, 2015; Regulations separately…”

Section: Intrinsicmentioning

confidence: 99%

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The antecedents and consequences of autonomous and controlled motivation: Domain specificity and motivational sequence at the situational level

Paumier

Chanal

2022

Front. Psychol.

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The aim of this study was to investigate the level of specificity of the different regulation types described by Self-Determination Theory, and to evaluate its impact on the links with its antecedents and consequences, in an academic context. In line with the school-subject-specificity hypothesis, we postulated that autonomous motivation types (AM types) would be more specific to the situational level than controlled motivation types (CM types). Moreover, we hypothesized that AM types would be, at this level, more strongly associated with its antecedents and consequences than CM types. Three hundred fourteen university students were asked to complete online questionnaires assessing their motivation, motivational antecedents (i.e., autonomy-supportive climate and self-concept) and consequences (i.e., emotions and grades) in various courses. As expected, results from structural equation modeling confirmed that AM types were more specific to the situational level than CM types. Moreover, a higher number of significant correlations were found between motivation and its antecedents and consequences in the corresponding course for AM than for CM types. Educational implications and directions for future research are discussed.

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Section: Student's Achievementmentioning

confidence: 94%

Section: Intrinsicmentioning

confidence: 99%

The antecedents and consequences of autonomous and controlled motivation: Domain specificity and motivational sequence at the situational level

Paumier

Chanal

2022

Front. Psychol.

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“…Since, within gamification theory, intrinsic motivation is the heart of self-determination that impacts academic success crucially, energizing learners to participate in academic activities without external pressure or incentives. Recent research discovered a positive association between intrinsic motivation and university students' course grades [16,7] and between intrinsic motivation and performance in an array of domains [17]. If the type of motivation was not specified, then motivation was accepted as motivation in general (conceived as high autonomy and low control), and the data was extracted for analysis.…”

Section: Methodology Literature Search Strategymentioning

confidence: 99%

“…There is a highly cited cognitive theory addressing students' learning motivation, namely selfdetermination theory, which considers the motivation as contingent on human beings' demands for competing, autonomous action (inclusive of making choices), as well as feeling of belongingness with a community and interacting with others [6]. These fundamental psychological needs can be satisfied through various informal learning approaches, including educational gamification, which should be implemented in accordance with the principles of competence, autonomy, and relatedness expected to be core motivational drivers [7].…”

Section: Introductionmentioning

confidence: 99%

A Meta-Analysis on the Impact of Gamification over Students’ Motivation

Mamekova

Toxanbayeva

Naubaeva

et al. 2021

J. Intellect. Disabl. Diagn. Treat.

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Controversy surrounds the effectiveness of educational gamification on learners’ motivation to study. Prior papers attempting to summarize the available empirical evidence on the topic encompass too many additional domains like the academic performance so that the motivational point is discentrated. Hence, the current meta-analysis aimed to synthesize research findings limited to the clearly stated impact of gamification on higher education students’ academic motivation. Results from random effects proportion meta-analysis applied to seven relevant studies with a total of 368 students showed a pooled proportion of 29.68%. In other words, game design elements incorporated into the learning activities were significantly motivating for only about one-third of participants. The assumption of homogeneity was violated for certain reasons. As part of the discussion, previous scholars’ efforts to identify moderating factors of successful gamification were overviewed, and their practicality was questioned. It is concluded that the issue of whether educational gamification can amplify students’ learning motivation remains an area for further research.

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“…De même, plus les élèves sont soutenus dans leur besoin d'autodétermination, plus ils auraient tendance à démontrer des affects positifs (Stanley, Schutte et Phillips, 2021), à ressentir un sentiment de bien-être (Cantarero, van Tilburg et Smoktunowicz, 2020;Howard, Bureau, Guay, Chong et Ryan, 2021;Tang, Wang et Guerrien, 2020), à avoir une meilleure estime de soi (Thøgersen-Ntoumani et Ntoumanis, 2007), à éprouver de la satisfaction (Meyer, Enstrom, Harstveit, Bowles et Beevers, 2007) et à vivre moins d'anxiété (Deci, Ryan, Gagné, Leone, Usunov et Kornazheva, 2001) ou de sentiments dépressifs (Wei, Philip, Shaffer, Young et Zakalik, 2005). Ceci les conduit ultimement vers un meilleur rendement scolaire (Botnaru, Orvis, Langdon, Niemiec et Landge, 2021;Goodman, Trapp, Park et Davis, 2021; et une réduction du risque de décrochage (Hardré et Reeve, 2003;Vallerand, Fortier et Guay, 1997).…”

Section: Pratiques Enseignantes Et Motivation Des éLèvesunclassified

Pratiques enseignantes en soutien à l’autodétermination des élèves du primaire en contexte de pandémie

et al. 2022

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Les pratiques de l’enseignant qui soutiennent les besoins d’autodétermination (autonomie, compétence, appartenance) des élèves favorisent leur motivation intrinsèque, leur engagement et leur réussite scolaire. Cette étude s’est intéressée aux pratiques de soutien aux besoins d’autodétermination déployées par un enseignant d’une classe primaire lors du retour en classe post confinement 2020. À l’aide d’une grille d’observation, 500 minutes de captation vidéo ont été examinées afin de dégager la fréquence et la nature des pratiques qui soutiennent le besoin d’autonomie, de compétence et d’appartenance des élèves. Les analyses descriptives montrent que cet enseignant utilise un grand nombre de pratiques qui soutiennent ces trois besoins, à plus forte raison lorsqu’il fait de l’enseignement magistral ou lorsque des interactions ont lieu avec les élèves. L’analyse du discours de l’enseignant a permis de mettre en lumière qu’il a opté pour une approche positive face aux changements induits par la Covid-19. S’il est possible de croire que cet enseignant utilisait déjà des pratiques soutenant l’autodétermination des élèves, le contexte pandémique semble avoir été pour lui une occasion d’être centré sur les besoins des élèves dans sa didactique et sa gestion de la classe.

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Predicting final grades in STEM courses: A path analysis of academic motivation and course-related behavior using self-determination theory

Cited by 15 publications

References 41 publications

The antecedents and consequences of autonomous and controlled motivation: Domain specificity and motivational sequence at the situational level

The antecedents and consequences of autonomous and controlled motivation: Domain specificity and motivational sequence at the situational level

A Meta-Analysis on the Impact of Gamification over Students’ Motivation

Pratiques enseignantes en soutien à l’autodétermination des élèves du primaire en contexte de pandémie

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